Challenges and Hurdles to E-learning Implementation During COVID-19 Outbreak: A Case of Shaikh Zayed University

Nasrat, Nasratullah; Khamosh, Abdurauf; Lavangnananda, Kittichai

doi:10.1109/icimcis51567.2020.9354313

Cited by 4 publications

(7 citation statements)

References 17 publications

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“…[33] and [7] found that students in developing countries always encountered the problem of limited devices and the Internet. [32] have also reached similar results by reporting that a bad Internet connection is still a barrier to the acceptance of e-learning. This is one of the main reasons why the surveyed students were not satisfied with online learning and prefer face-to-face learning.…”

Section: Technical Challengessupporting

confidence: 55%

See 1 more Smart Citation

Identification of Online Learning Challenges During the COVID-19 Pandemic in Developing Countries

Mourabit

Andaloussi²,

Miyara³

et al. 2023

Int. J. Emerg. Technol. Learn.

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The unexpected outbreak of the Corona virus (COVID-19) disrupted schools and universities around the world. Traditional classes were canceled, forcing schools and universities to switch to online learning. While developed countries have already adopted e-learning and online learning into their teaching practices, which made the transition relatively easy during the COVID-19 crisis, other developing countries continue to struggle with problems of electricity and information technology infrastructure. The purpose of this paper is to investigate the challenges of online learning faced by students and teachers at the Faculty of Sciences Ain Chock, Hassan II University of Casablanca, Morocco. Thus, two anonymous structured Google Forms questionnaires were sent to participants via email. 498 responses were returned from students and 105 from teachers. We use descriptive statistics to better understand the distribution of study participants. The study reveals that the faculty during the lockdown ensured educational continuity and offered a reliable online learning in terms of digital and educational materials. However, technical problems such as the slow speed of the Internet connection, lack of knowledge about the use of information and communication technologies to teach and learn, low motivation of students, were significant challenges to students’ and teachers’ use of the digital tools.

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Section: Technical Challengessupporting

confidence: 55%

“…Since the faculty is located in the country's economic capital and the majority of the students live in urban area. In our study we didn't face the problem of the interruption of power and electricity like in [33,32]. Furthermore, to ensure the satisfaction of the students, quality of e-learning must be provided [40].…”

Section: Technical Challengesmentioning

confidence: 99%

Identification of Online Learning Challenges During the COVID-19 Pandemic in Developing Countries

Mourabit

Andaloussi²,

Miyara³

et al. 2023

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…During the points mentioned and analyzed for the use of these different virtual platforms, the financing aspect is essential due to various factors. Both by the student entity (University or college), as well as by the students for the usability of the conference applications [21].…”

Section: Discussionmentioning

confidence: 99%

Analysis of the Use of Videoconferencing in the Learning Process During the Pandemic at a University in Lima

Rio-Chillcce¹,

Jara-Monge²,

Andrade–Arenas³

2021

IJACSA

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Due to the health emergency situation, which forced universities to stop using their centers as a means of teaching, many of them opted for virtual education. Affecting the learning process of students, which has predisposed many of them to become familiar with this new learning process, making the use of virtual platforms more common. Many educational centers have come to rely on digital tools such as: Discord, Google Meet, Microsoft Team, Skype and Zoom. The objective of the research is to report on the impact of student learning through the use of the aforementioned videoconferencing tools. Surveys were conducted with teachers and students who stated that 66% were not affected in their educational development. Most of them became familiar with the platforms; however, less than 24% qualified that their academic performance has improved, some teachers still have difficulties at a psychological level due to this new teaching modality. In conclusion, teachers and students agree that these tools are a great help for virtual classes.

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“…A review of e-learning challenges before and after the pandemic 7 Th existing literature presents similar challenges to elearning, including and not limited to financial constraints, inadequate internet bandwidth, lack of operational e-learning policies, technical e-learning skills, interest, and commitment to the teaching (Nasrat, Khamosh, & Lavangnananda, 2020). Few researchers discuss these challenges further on three levels: university management, facilitators and students.…”

Section: 2mentioning

confidence: 99%

“…With regard to facilitators/lecturers, a lack of training on the usage of technologies, difficulties in creating digital content, and poor internet connectivity are among the challenges slugging the adoption of e-learning (Nasrat, Khamosh, & Lavangnananda, 2020). As for students, they are reported facing similar challenges as those facing the instructors.…”

Section: 2mentioning

confidence: 99%

E-Learning enhancer:

Mgongo,

Rutatola,

Isagah

2022

UJMDD

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The COVID-19 accelerated e-learning in teaching as universities had to practice online learning to ensure continuity of teaching and learning activities while in lockdown. Most of these online learning systems require internet connectivity for their accessibility and thus pose accessibility challenges in areas with poor or no internet connectivity. Therefore, there is a need to review the system and propose technical solutions to improve its accessibility. This paper highlights accessibility challenges posed by the MU e-learning system and presents a progressive web-based application (e-learning enhancer) to address the gap. The application can cache viewed contents for accessibility in offline mode and utilise Short Message Service (SMS) to notify learners about updated content. We tested the system prototype with a small group from MU Main Campus to assess its applicability. The e-learning enhancer was found useful, and it can be used by any university that uses the Moodle platform for e-Learning services to improve system accessibility. Mzumbe University (MU) uses a customised Moodle platform to offer e-learning services to its students.

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Challenges and Hurdles to E-learning Implementation During COVID-19 Outbreak: A Case of Shaikh Zayed University

Cited by 4 publications

References 17 publications

Identification of Online Learning Challenges During the COVID-19 Pandemic in Developing Countries

Identification of Online Learning Challenges During the COVID-19 Pandemic in Developing Countries

Analysis of the Use of Videoconferencing in the Learning Process During the Pandemic at a University in Lima

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