Distance Learning at the University of Jordan in the Setting of Covid-19 Pandemic from the Students’ Perspectives

Alaghawat, Mohammad; Alshamailah, Iqbal

doi:10.3991/ijet.v17i06.27845

Cited by 4 publications

(4 citation statements)

References 3 publications

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“…Perhaps, the tiring and exhausting experience during videoconferencing influenced these two related variables. Students' negative attitudes and acceptance of online learning have also been recorded [27,28]. Understanding the role of attitudes is important because it may influence the strength of intention and acceptance of videoconferencing platforms in the future [29,30].…”

Section: Discussionmentioning

confidence: 99%

Determinants of Zoom Fatigue Among Graduate Students of Teacher Education Program

Moralista¹,

Oducado

Robles

et al. 2022

Int. J. Emerg. Technol. Learn.

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Videoconference applications gained popularity when online learning became the new way of delivering instruction at all levels of education including graduate programs. However, excessive videoconferencing led to reports of fatigue among its users. Identifying the factors contributing to the videoconference exhaustion experience of graduate students is necessary. This study examined Zoom fatigue and selected associated factors among graduate students. An electronic one-shot survey using the Zoom Exhaustion and Fatigue scale was conducted among 109 graduate students of the College of Teacher Education in the Philippines. Correlation and predictive analysis were performed. Results of the study demonstrated a moderate level of Zoom fatigue with the highest level of fatigue in the general fatigue dimension. Pearson’s correlation analysis revealed a significant inverse correlation between attitude toward videoconferencing and Zoom fatigue. Non-verbal mechanisms of mirror anxiety, feeling physically trapped, hyper gaze, and cognitive load in producing non-verbal cues were significantly positively related to Zoom fatigue. Regression analysis revealed that the sense of being physically trapped and cognitive load in producing non-verbal cues remained significant predictors of Zoom fatigue. While videoconferencing supported educational activities and made schooling possible during the global disease outbreak, it is recommended to be mindful of the non-verbal factors contributing to Zoom fatigue.

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Section: Discussionmentioning

confidence: 99%

Determinants of Zoom Fatigue Among Graduate Students of Teacher Education Program

Moralista¹,

Oducado

Robles

et al. 2022

Int. J. Emerg. Technol. Learn.

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“…Badania kwestionariuszowe dotyczące skuteczności nauki online podczas pandemii COVID-19 wśród studentów i wykładowców prowadzili m.in. Alaghawat i Alshamailah (2022), Asgari i in. (2021), Bahasoan i in.…”

Section: Wprowadzenieunclassified

Effectiveness of distance learning during the COVID-19 pandemic

Zalewska

Trzcińska

2022

Wiadomości Statystyczne. The Polish Statistician

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Education should be able to keep up with the changes taking place in the surrounding reality, both in terms of its content and mode of work. In addition to technological progress, these changes have been recently stimulated by the COVID-19 pandemic and the related restrictions which enforced distance learning. These circumstances pose a question about the effectiveness of online learning. The aim of this paper is to compare the effectiveness of distance and classroom learning. The analyses are based on the results of the final exams in mathematics obtained by first-year fulltime students majoring in finance and accounting at the University of Lodz in the years 2018/2019 (classroom learning) and 2020/2021 (distance learning). These students’ scores achieved in the basic-level matura exam in mathematics served as a point of reference. The teaching mode remained the same throughout the entire cycle of classes in the aforementioned years. The assessment of the effectiveness of learning was based on the Lorenz curve and the Gini coefficient, which is commonly used by economists to determine income inequality. However, it can also be applied to any kind of data of an unequal distribution. The conducted research showed no significant differences in terms of the effects of distance learning and classroom learning, which proves that the university maintained a high quality of education despite the introduced change in the mode of teaching. The descriptive statistics relating to the verification of the mathematical knowledge in the selected student groups – in particular the left-sided asymmetry – indicate a slight predominance of positive results achieved in the final exams during distance learning compared to the results obtained during classroom education, which also applies to the matura exams. However, these differences are not significant as they differ by approximately 0.1 p.p.

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“…Another study has found considerable heterogeneity in students' preferences for different learning methods [5]. Not every student views online teaching positively [6]. Students' inability to use personal computers, smartphones, and the internet is the most critical factor affecting their online learning [7].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of Online Teaching Do Not Differ across Disciplines: A Survey

et al. 2023

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Since the outbreak of COVID-19, online teaching has been widely practiced. Ensuring the quality and efficiency of online teaching has become an important research topic. Teachers’ views of online teaching directly affect the quality of instruction. The study aimed to understand whether there are differences in the basic perceptions of online teaching among teachers in different disciplines. Through a web-based questionnaire, the researchers surveyed 198 teachers from different disciplines about their perceptions of online teaching. The research method was a convergent mixed-method design. SPSS 22.0 was used to analyze quantitative data, and qualitative data were analyzed using NVivo 11. The results showed significant differences in the attitudes of teachers to adopt online teaching as the norm in different disciplines. Social science teachers preferred online education not to be the norm, while natural science teachers preferred online education to be the norm. In addition, there was little difference in the perceptions of online teaching among teachers of different disciplines. Most of them pointed out the problem of interactive communication in online teaching and gave suggestions about it. Online teaching has value, but there is still much room for improvement. It is necessary to strengthen the construction of facilities for online education, consider the characteristics of disciplines, and train teachers in teaching methods, learning psychology, and technology.

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Distance Learning at the University of Jordan in the Setting of Covid-19 Pandemic from the Students’ Perspectives

Cited by 4 publications

References 3 publications

Determinants of Zoom Fatigue Among Graduate Students of Teacher Education Program

Determinants of Zoom Fatigue Among Graduate Students of Teacher Education Program

Effectiveness of distance learning during the COVID-19 pandemic

Teachers’ Perceptions of Online Teaching Do Not Differ across Disciplines: A Survey

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