Female Saudi University Students’ Perceptions of Online Education Amid COVID-19 Pandemic

Altuwairesh, Nasrin

doi:10.24093/awej/covid.28

Cited by 8 publications

(10 citation statements)

References 9 publications

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“…The digital space appears to be a safe space for students who are often invisible in the face-to-face situation. Introvert students are more at ease to participate and interact digitally (Altuwairesh, 2021). This is also true for students who come from a teacher-centred culture (Ho et al, 2021).…”

Section: Higher Educationmentioning

confidence: 99%

“…Within the student-centred approach, flexibility and consideration for students, and ways of learning, is key (Al-Nofaie, 2020). Important that lecturers vary teaching styles, also in the online environment, to accommodate diversity (Altuwairesh, 2021).…”

Section: Higher Educationmentioning

confidence: 99%

“…There needs to be clear guidelines in terms of expectations, timelines and how assessment will happen (Rayner & Webb, 2021). Students appreciate flexible and asynchronous learning, for example to be able to listen to recorded lectures more than once, instead of live-streaming (Al-Nofaie, 2020;Altuwairesh, 2021;Rayner & Webb, 2021). Scaffolding the learning, for instance by providing regular opportunities for self-testing, amplifies individual learning (Rayner & Webb, 2021).…”

Section: Higher Educationmentioning

confidence: 99%

“…As in the case of ECCE/ECD and school education, there was a strong voice in favour of human connectedness. Students miss the interaction, miss feeling part of a community (Altuwairesh, 2021). Real-time interactions are thus important to students and staff (Li et al, 2021).…”

Section: Higher Educationmentioning

confidence: 99%

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COVID-19, the global education project and technology: Disrupting priorities towards rethinking education

Wolhuter

Jacobs

2021

RESSAT

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This paper argues that the arrival of the COVID-19 pandemic created a space to reconceptualise education and rethink priorities. Although no one will deny the devastating impact of the pandemic, humans have been able to continue with various projects, including the global education project, largely made possible through unprecedented technology advancement, as well as the uptake of technologies that advanced pre-COVID-19. In many ways, the clear distinction between human and technological (being non-human) practices has blurred to a point where the mere nature of human projects such as the global education project has become post-human. While different schools of thought on the nature of “post-human” exist, we use it to refer to what we are becoming together, a comprehension and awareness of the connectedness between humans and their natural and technological environment and the ethical concerns that come with it. COVID-19 provides an opportunity to reconsider the connectedness, complexities and dynamics of the world, and what we (humans, nature, Earth, technology) are becoming. Based on a literature survey and critical refection on the state of the global education expansion project at the time of the onset of the COVID-19 pandemic, we suggest the following changes to the ways quantity, quality and equality in education are conceptualised. The employment of technology should be added in the conceptualisation of input quality. Flexibility, support and connectedness should be built into the process quality equation. Most importantly, ecology should also be added as a product of education, and not merely a contextual influence in education.

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Section: Higher Educationmentioning

confidence: 99%

Section: Higher Educationmentioning

confidence: 99%

Section: Higher Educationmentioning

confidence: 99%

Section: Higher Educationmentioning

confidence: 99%

See 2 more Smart Citations

COVID-19, the global education project and technology: Disrupting priorities towards rethinking education

Wolhuter

Jacobs

2021

RESSAT

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“…Therefore, many studies have looked at the views of various stakeholders related to online learning. Second, inside the Kingdom of Saudi Arabia, Nasrin Altuwairesh [18] studied the perceptions of 241 female Saudi students at the University of King Saud of online teaching during the COVID-19 pandemic. She revealed that many of the students conveniently enjoyed their online experience and participated in online discussions.…”

Section: Literature Reviewmentioning

confidence: 99%

Comparison of Academic Results during Conventional and Online Modes of Learning: A Case Study of Two Groups of Saudi University Students

2023

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The COVID-19 outbreak disrupted all aspects of people’s lives, including pedagogy and instruction at universities, where its impact was felt globally, and the Kingdom of Saudi Arabia is no exception. This paper discusses and compares the academic results during the conventional mode of learning (spring semester of 2019) and during the online mode of learning (spring semester of 2020), which was throughout the pandemic period. Specifically, the study considers two Saudi groups of fifty students who were enrolled in the Department of Health Information Management and Technology at the University of Hafr Al-batin in the eastern region of Saudi Arabia. The students’ accumulative marks in six first-year courses in two semesters were analyzed and compared by calculating the passing/failure percentages, descriptive statistics (mean, median, mode, standard deviation, variance, maximum, minimum, and range), and the p-value of an inferential t-test. Additionally, the students filled out a six-category survey about their experiences and level of satisfaction with online learning compared to the regular learning mode. It was concluded that more students passed with higher grades in the year 2020 in five theoretical courses. Differently, it was deduced that practical courses such as computer applications had similar passing averages in the two years; the course required students to submit continuous assignments and projects in a fixed time period. Additionally, the participants revealed in their filled online survey that they preferred many features of the remote learning mode and the online assessment methodology. They inclined toward online learning for its flexibility and effectiveness, even though they confessed to having less interaction and focus during online sessions. Thus, the results imply to authorities in the Ministry of Higher Education to carefully and gradually embed online teaching for selected subjects with exam validation measures such as time strict limits, question banks, randomizations, and other security features.

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Silence over the wire: student verbal participation and the virtual classroom in the digital era

Sa’adi

et al. 2023

Asia Pacific Educ. Rev.

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Female Saudi University Students’ Perceptions of Online Education Amid COVID-19 Pandemic

Cited by 8 publications

References 9 publications

COVID-19, the global education project and technology: Disrupting priorities towards rethinking education

COVID-19, the global education project and technology: Disrupting priorities towards rethinking education

Comparison of Academic Results during Conventional and Online Modes of Learning: A Case Study of Two Groups of Saudi University Students

Silence over the wire: student verbal participation and the virtual classroom in the digital era

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