The Jordanian Ministry of Higher Education has recently released general guidelines for universities to adhere to in online education. Applying a student-centered approach in online learning was highly stressed in the ministry’s guidelines. In response to the ministry’s vision, the present study aims at investigating the effectiveness of online education in promoting student-centered learning at three Jordanian universities (two private and one public). One hundred and nine translation senior students were surveyed on their perception of the application of a student-centered approach in the translator training programs. The questionnaires were designed in open format items on which respondents were required to comment freely. However, data were analyzed quantitatively and qualitatively. As the ratio of male students to female students in the programs is almost 3:7, the responses received from female students were almost three-folds the responses received from male students. The results of the study revealed that male and female students responded positively on four of the seven questioned aspects and negatively on three of them, with no gender-based statistically significant difference in the responses. The positive perceptions in online learning pertain to autonomy and responsibility, translation authentic projects, absence of teacher-centered learning and reflection of students on their own learning, while the drawbacks were reflected in areas related to teamwork, peer review, and time management.   Received: 23 June 2021 / Accepted: 2 September 2021 / Published: 5 November 2021

The purpose of the study was to investigate the impact of integrating flipped learning and information and communication technology on secondary school students’ academic achievement and attitudes. The study was based on a quasi-experimental approach where the sample of the study consisted of 40 students from Mashrek International School in Amman, Jordan, who were randomly assigned into either an experimental group (20 students) or control group (20 students). An academic achievement test was used with both groups as a pre-test and post-test, and an attitude scale was implemented only on the experimental group. The validity and reliability of the study were ensured. The findings revealed the effectiveness of the flipped learning approach, statically significant differences were found between the experimental and control group in terms of the students’ academic achievement. As for the experimental group the students’ attitudes towards peers, teacher, environment and learning process were positive.

This study investigated elementary school teachers' assessment practices. Data collected from 310 teachers on the Assessment Practices Inventory were analyzed using a T test and ANOVA Design. The findings revealed that the degree of elementary school teachers' assessment practices was low. The findings also indicated that there were no statistically significant differences (p< 0.05( in the degree of elementary school teachers' assessment practices attributed to the study variables: sex, experience, specialization, and knowledge method, except school type favoured to public schools. The findings of the study were implemented in building an integrative and comprehensive model. The study suggested some recommendations for decision makers, teachers and researchers.