Obstacle Comparisons to Achieving Distance Learning and Applying Electronic Exams during COVID-19 Pandemic

Abstract

This study aims to identify obstacles and barriers to achieving quality distance learning and the use of electronic exams, comparing them to pursue success in the distance education system during the coronavirus pandemic (COVID-19). It also aimed to determine the similarity and differences between the two main components of distance education. This is based on a sample of evaluations from professors and students at universities in the Arab world, i.e., Algerian, Egyptian, Iraqi, and Palestinian universities. We used a descriptive approach using questionnaires (open question) with conveniently selected samples from two different groups: (1) 400 professors and student’s feedback from 600 distributed (i.e., Algerian, Egyptian, Palestinian, and Iraqi) and (2) 152 professors and student’s feedback from 300 distributed (i.e., Palestinian universities in the governorates of Gaza). The results indicated that professors and students faced 27 barriers in both distance learning and electronic exams, which are divided into four groups (categories) according to the sample. Recommendations to understand and overcome these obstacles will also be presented to improve distance learning and e-exams in the future. It is important to coordinate efforts in the development of distance education, especially concerning universities using distance learning and e-exams.

Obstacles to Applying Electronic Exams amidst the COVID-19 Pandemic: An Exploratory Study in the Palestinian Universities in Gaza

“…The present study is based on data from a larger study conducted in April, May, September, and October 2020 with university teachers and students in Algeria, Egypt, Iraq, and Palestine [37,38]. Considering that conditions for implementing emergency distance teaching and examination vary greatly across contexts, the present study aims to investigate teacher and student experiences of electronic examination for the specific context of the Gaza governorate.…”

“…Most of the studies on exams concerned academic fraud, and only one [63] concerned an automated tool to offer feedback to students. Other topics found in this search included libraries offering access to digital content [64], socioemotional support and teachers use of data on students [65], teacher academic training needs [66], rebuilding the community of practice online [67], obstacles to ERT [37,38], student satisfaction [68], and need for funding digital learning environments [69]. The two literature reviews included in this search only marginally touch on the focus for the present study.…”

Challenges of online education /distance learning for university students during the COVID-19 pandemic: An observation from Bangladesh

“…Studies suggesting that both teachers and students, particularly in developing countries, could not adjust to the transition from traditional 'face-to-face' teaching-learning to OE/DL (Ela et al, 2021;Rannastu-Avalos & Siiman, 2020), largely because of the existing educational inequalities between sexes, between rural and urban areas, between poor and rich people (Béché, 2020). Moreover, the absence of 'shock resilient' pedagogical resources in schools, colleges, and universities, as well as the presence of multiple online platforms together with a sheer lack of technical know-how for both ends made it more di cult for the educators and educands to ensure the continuity of equal, quality, and all-inclusive education for all (Bashitialshaaer et al, 2021;Béché, 2020;Lassoued et al, 2020;Rannastu-Avalos & Siiman, 2020). Moreover, parents with limited income, especially in developing countries, could not meet the growing demands for expensive personal computers and other smart devices with high-speed internet connections to assure the participation of their children in OE/DL.…”

University Education in Algeria during the Covid-19 Pandemic: Limitations and Challenges

“…Research is limited to very theoretical resources, such as dictionaries and language books, when it should be the time to emphasise the importance of digital platforms. Not only can this be an obstacle for the learners, but the teachers and professors themselves can also, at times, find their inadequate expertise exposed, as manifested by Bashitialshaeaer, Alhendawi, and Lassoued (2021): "A large number of professors and students indicated the lack of remote communication capabilities (devices, internet, applications, etc.)" (p. 13).…”