Jordanian University Students’ Views on Emergency Online Learning During COVID-19

Al-Salman, Saleh; Haider, Ahmad S.

doi:10.24059/olj.v25i1.2470

Cited by 97 publications

(92 citation statements)

References 14 publications

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“…The reasons for academic concerns are increased workload (Realyvásquez-Vargas et al, 2020 ; Aristovnik et al, 2020 ; Mishra et al, 2020 ), the volume of assignments (Al-Salman & Haider, 2021 ) lack of proper guidance (Ali, 2020 ; Sullivan et al, 2018 ). All these factors were significant based on the analysis.…”

Section: Discussionmentioning

confidence: 99%

“…Besides, many students have not benefited from online learning since they have not received proper guidance from their teachers (Ali, 2020 ; Sullivan et al, 2018 ) and lose interest in attending classes online. Also, Al-Salman and Haider ( 2021 ) stated that the volume of assignments has negatively affected students' academic performance. In another study, Aristovnik et al ( 2020 ) analyzed how students perceive the impact of the COVID-19 pandemic with a sample of 30,383 university students from 62 countries; their study revealed that students complained about the intensive workload that affected students' academic performance.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The shift, however, caused several concerns for students and staff. A few recent research have explored the challenges encountered by students during the pandemic (e.g., Mailizar et al, 2020 ; Aristovnik et al, 2020 ; Al-Salman & Haider, 2021 ). However, all these studies suggested the need for further studies on students' responses towards online learning and their concerns (Basilaia & Kvavadze, 2020 ; Mailizar et al, 2020 ; Basilaia & Kvavadze, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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Students academic and social concerns during COVID-19 pandemic

2021

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Due to the COVID-19 pandemic, Higher Education Institutions (HEI) replaced regular face-to-face teaching with online teaching and learning. However, the shift caused several academic and social concerns for students, such as lack of academic support, lack of adequate resources to support online teaching, lack of socialization, stress, anxiety, and lack of motivation in attending classes. This research evaluates the impact of HEIs support, faculty support, and resources available on the academic and social concerns of students in HEIs during the pandemic. 11,114 students across the HEIs in Sultanate of Oman participated in an online national survey. Regression and factor analysis were used to verify the research model developed based on the literature review. Results showed that HEI support and faculty support significantly affect university students' academic and social concerns. Furthermore, resource availability was found to affect the academic concerns of students but not their social concerns. This research recommends strategies for HEIs and faculty to promote faculty-student interaction using both synchronous and asynchronous modes to reduce student concerns and motivate them to engage in online classes.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students academic and social concerns during COVID-19 pandemic

2021

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“…Online education is convenient for students, where they can access online materials for 24 h (Stern, 2020). Online education turns education to be student-centered, where students take part in the learning process, and teachers work as supervisors and guides for students (Al-Salman et al, 2021).…”

Section: Online Learningmentioning

confidence: 99%

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021

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COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

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“…Therefore, it is expected that the present study will help bridge this gap by investigating the effect of using YouTube videos in improving Jordanian university students’ speaking skills. Furthermore, the need for conducting such a study in the Jordanian context has become so pressing due to the shift to the online teaching-learning model brought by the COVID-19 pandemic ( Al-Salman and Haider, 2021b ).…”

Section: Introductionmentioning

confidence: 99%

The use of YouTube in developing the speaking skills of Jordanian EFL university students

Saed

Haider

Al-Salman

et al. 2021

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This study examines the effectiveness of using YouTube videos in teaching the speaking skills among English as a Foreign Language (EFL) students in Jordan. The study sample comprised 80 students attending Oral Skills classes in the English Language and Literature Department at a private university in Jordan. The participants were equally divided into a control group and an experimental group of 40 students each. The experimental group was taught through the use of YouTube videos, while the control group was taught the speaking skills using the traditional approach. A pre-test and a post-test were administered to the two groups. Four TEFL experts were asked to rate the participants’ performance using the IELTS speaking band descriptors, which consist of four main categories: fluency & coherence, lexical resource, grammatical range & accuracy, and pronunciation. The findings showed that the performance of the two groups was improved. However, compared to the traditional group, the experimental group demonstrated a relatively better improvement. The results also showed significant progress in the speaking performance of the students subjected to the YouTube experiment. Of all the four constructs under investigation, pronunciation and fluency & coherence were the most noticeably advanced in the performance of the YouTube experimental group. The present study recommends that YouTube videos be embedded into the EFL classroom to improve students' speaking skills.

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Jordanian University Students’ Views on Emergency Online Learning During COVID-19

Cited by 97 publications

References 14 publications

Students academic and social concerns during COVID-19 pandemic

Students academic and social concerns during COVID-19 pandemic

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

The use of YouTube in developing the speaking skills of Jordanian EFL university students

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