Challenges and barriers to e-learning experienced by trainers and training coordinators in the Ministry of Health in Saudi Arabia during the COVID-19 crisis

Shamari, Dalil Al

doi:10.1371/journal.pone.0274816

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…Shaiba et al [45] also found similar results, however the level of education was different. In addition, Al Shamari's [46] study on challenges and barriers to e-learning experienced by trainers and training coordinators in the MoH in Saudi Arabia is also related to the current study's findings, however indirectly.…”

Section: Discussionmentioning

confidence: 56%

E-learning Challenges Faced by the Primary School English Teachers of Taif City in Saudi Arabia

Allahbi

2023

AJESS

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Aims: The ultimate aim of this research project is to find out the adverse effect of COVID 19 on the learning environment in the Kingdom of Saudi Arabia (KSA). Furthermore, considering the impact of the corona virus on the education sector across the globe, especially at the primary level, this research addresses whether primary school English as foreign language (EFL) teachers faced challenges in dealing with online/virtual classes. To achieve the objectives and answer the research questions of the present study, the researcher elicited teachers’ perceptions regarding the challenges they face in the process of learning via virtual mode- the only alternative e-learning strategy available at the time of social distancing during Covid-19. The research method was quantitative, as data was collected from teachers’ questionnaires (adapted). The study relied on the primary school context of Taif region, Saudi Arabia. The study took around 7 months from conception to completion towards the last phase of the master’s level. The sample comprised 154 EFL Primary School teachers aged 25 to 35 years (104 females and 50 males) in Taif, Saudi Arabia. The adapted tool (a questionnaire) included different components such as attitude towards e-learning, readiness, challenges, infrastructure etc. It was found that e-learning tools were more effective for more female teachers. Hence, the year of experience did not significantly affect e-learning materials with reference to two groups of teachers. The study also revealed that the age of male and female teachers does not contribute to the use of e-learning materials. Moreover, digital material exploitation is more easily done by the younger generation than the traditional teachers. The research findings are beneficial in redefining e-learning/virtual learning and redesigning compatible curricula, especially teaching strategies that would incorporate blended learning. In addition, teacher development activities will be initiated, keeping the teachers’ needs in view. Extension research at the doctoral level may be conducted to further support the findings by undertaking research with a larger sample. A tool should also be developed and employed to study online learning and associated factors, especially in the Taif region.

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Section: Discussionmentioning

confidence: 56%

E-learning Challenges Faced by the Primary School English Teachers of Taif City in Saudi Arabia

Allahbi

2023

AJESS

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E-Learning in the Czech Republic During the Second Year of Pandemic Covid-19

JANNOVÁ,

VÁCHA,

DYTRYCH

2024

AD ALTA: Journal of Interdisciplinary Research

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The aim of this research is to map the situation of online education in the Czech Republic and compare it with the European one. The research was conducted based on data provided by the Czech Statistical Office and Eurostat. The evaluated data were subsequently compared with findings from the literature search. The findings show that the usage of online courses is 20,8% more than the average in the EU27. And the use of online education materials in the Czech Republic, like the EU27. Online learning is still evolving, it has issues due to the lack of experience, but the potential is growing over time.

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A Model of E-Learning through Achievement Motivation and Academic Achievement among University Students in Saudi Arabia

Alamri

2023

Sustainability

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In relation to E-learning, achievement motivation is the persistent drive that students have to succeed to a particular degree of quality in a competitive environment. Goals, task values, ability self-concepts, and achievement motives are only a few of the many diverse constructions that make up achievement motivation, which is not one single construct. According to the few studies that have looked at different motivation constructs as predictor variables of university students’ academic achievement well beyond cognitive abilities and achievement motivation, most motivational constructs predicted educational success beyond intelligence, and students’ ability self-concepts as well as task morals are more potent in predicting their achievement than goals and achievement motives. However, an effort was made in this study to examine the impact of academic achievement motivation on university students inside the Kingdom of Saudi Arabia. The purpose of the current study was to investigate the variables that influence motivation for achievement. It was predicted that these variables include ability, effort, perseverance, responsibility, the viewpoint of the teacher, and tasks. The major data collection strategy used by the researchers to accomplish their research goal involved distributing a questionnaire to 248 students. Structural equation modeling (SEM), a quantitative research technique, was used to produce the results. Because all of the criteria were significantly correlated in this study, it can be concluded that the tasks assigned to students and the perspective of the teacher both contribute to students’ motivation for achievement. The significance of the findings for studying motivational constructs with various theoretical underpinnings and structural models is highlighted. The associations among all hypotheses were investigated using the following variables based on the suggested model: aptitude, efforts and persistence, duties, the teacher’s viewpoint, and tasks.

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Challenges and barriers to e-learning experienced by trainers and training coordinators in the Ministry of Health in Saudi Arabia during the COVID-19 crisis

Cited by 3 publications

References 25 publications

E-learning Challenges Faced by the Primary School English Teachers of Taif City in Saudi Arabia

E-learning Challenges Faced by the Primary School English Teachers of Taif City in Saudi Arabia

E-Learning in the Czech Republic During the Second Year of Pandemic Covid-19

A Model of E-Learning through Achievement Motivation and Academic Achievement among University Students in Saudi Arabia

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