School off, learning on: identification of preference and challenges among school students towards distance learning during COVID19 outbreak

Salman, Saad; Alkathiri, Mohammed Saleh; Bawaneh, Ali Khaled

doi:10.1080/02601370.2021.1874554

Cited by 51 publications

(43 citation statements)

References 12 publications

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“…Five studies found no significant difference in the experience of students based on gender: in Jordan (Al Salman et al, 2021), Italy (Ferraro et al, 2020;Pirrone et al, 2021), Poland (Korzycka et al, 2021), and Vietnam (Tran et al, 2020). Although in Korzycka et al's (2021) study, girls were significantly more likely than boys to have an issue with the requirements of home schooling (59.6% vs. 53.2%; p=0.001).…”

Section: Gender Implicationsmentioning

confidence: 94%

“…A consequence of higher levels of disengagement was that students had lower levels of overall motivation (reported in 16 studies, 20%) and lower motivation was identified as being particularly problematic among lower achieving students in some studies (Nusser, 2021;Maelan et al, 2021;Pelikan et al, 2021). Although the explanations put forward for lower motivation among students were diffuse, a number of studies attributed issues with technology and internet connection as explanatory factors (Al Salman et al, 2021;Dema et al, 2021;Hodgen et al, 2020). Meanwhile, students in another study were observed to have lower levels of motivation as a result of broader uncertainty and concerns about the 'state of the world' (Yates et al, 2020) and a small number of studies also attributed lower levels of motivation to home environments that were not conducive to learning where other roles and duties that children have (e.g., caring for siblings, helping with family businesses) may have taken precedence (Azhari & Fajri, 2020;Sibanda & Mathwasa, 2021;Yates et al, 2020).…”

Section: Lower Motivation and Learning Lossmentioning

confidence: 99%

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Global emergency remote education in secondary schools during the COVID-19 pandemic

Lab¹

2021

Preprint

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Section: Gender Implicationsmentioning

confidence: 94%

Section: Lower Motivation and Learning Lossmentioning

confidence: 99%

Global emergency remote education in secondary schools during the COVID-19 pandemic

Lab¹

2021

Preprint

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“…Zohairy (2012) reported that misconceptions also existed about the purpose and value of teacher PD in Saudi Arabia, at least before the pandemic, and that teachers were not always afforded time in their schedules to attend PD sessions or to implement what they learned. Now, teachers, students, and parents alike have experienced new and sudden unpreparedness in the use of online technologies, resulting in barriers to effective learning worldwide (Al Salman, Alkathiri, & Bawaneh, 2021). In addition to PD in English instruction, Hakim (2020) recommends that EFL teachers receive extensive PD to further develop their virtual technology skills to positively impact student success.…”

Section: Literature Reviewmentioning

confidence: 99%

English K-12 Teacher Experiences in Saudi Arabia in the Pandemic Era: A Follow-up Study of One Khbrat University Program

Daraghmeh¹,

Mead²,

Copeland³

2021

AWEJ

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A mixed-methods study examines the impact of the pandemic-driven move to virtual learning on K-12 (kindergarten through twelfth grade) English teacher experiences in Saudi Arabia to inform future development of the teaching of English in the country. Research is limited in K-12 English instruction in the country, and it is just emerging on the pandemic’s impact on education in the MENA region. The 35 subjects were English educators who completed the Saudi government-sponsored professional development program, Khbrat, at one U.S. university. Contextualized within the literature on technology in instruction, leadership frameworks, and Vision 2030 education reforms, the study explores the convergence of technological, institutional, and socio-cultural factors affecting innovation in English education to address the research question of how the pandemic has impacted Khbrat graduates as EFL teachers and as change agents in their country. Integrated analysis of survey and interview data reveals patterns of both acceleration and constraint. Findings suggest pathways to leverage virtual technology and acquired knowledge and skills of Khbrat English teacher graduates to deliver EFL professional development with a more pedagogical focus and to build coalitions among EFL educators to sustain the forward movement of innovation in English education in post-pandemic Saudi Arabia. The study concludes with recommendations for future applications.

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“…In another study, Al Salman et al (2021) studied students' preferable levels and challenges of using distance learning in COVID-19 of students in Jordanian schools. Their results indicated that the level of students' preferable in using distance learning is medium in general with real learning problems via digital platforms facing students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Lack of previous studies on attitudes of school students in the UAE, and to a lesser degree in the region and beyond (Al Salman et al, 2021), was the main motive for the current study. Comparison with the very few studies show higher student satisfaction level among UAE public school students compared to their peers in other countries.…”

Section: Summary Conclusion and Recommendationsmentioning

confidence: 99%

Distance Learning During COVID-19 Pandemic in UAE Public Schools: Student Satisfaction, Attitudes and Challenges

Bawa’aneh

2021

CONT ED TECHNOLOGY

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In the current circumstances, the second wave of COVID-19 Pandemic is spreading and we seem to have to live longer with most of the urgent measures taken in early 2020 to fight the spread out of the pandemic; of which is school closure. The present study aims at investigating students' satisfaction, attitudes and challenges in UAE public schools during the distance learning time of the third trimester of the academic year 2019-2020. The study also aims to measure differences of satisfaction level, attitudes, and challenges across gender and geographic places of residence within the UAE. Data collection started eight weeks after the commencement of the distance learning process and continued for two weeks. The first eight weeks that preceded data collection witnessed a continuous update of the, previously rich and well established, educational plans in line with continuous development plan for students and instructors that included intensive training for students and instructors on the use of up-to-date educational technologies. That has reflected on the results of the study, where the student satisfaction level, attitudes and challenges were found to lie within the "strong" category indicating high satisfaction level, positive attitude, and minimum faced challenges, with statistically significant differences in the mean across gender and residency for some cases. Such positive result is directly related to the fact that students of the UAE public schools were partially exposed to electronic learning even before the pandemic, the tremendous efforts of the ministry of education to guarantee smooth transfer to full distance learning after the outbreak of the pandemic, and the well established infrastructure of the country.

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School off, learning on: identification of preference and challenges among school students towards distance learning during COVID19 outbreak

Cited by 51 publications

References 12 publications

Global emergency remote education in secondary schools during the COVID-19 pandemic

Global emergency remote education in secondary schools during the COVID-19 pandemic

English K-12 Teacher Experiences in Saudi Arabia in the Pandemic Era: A Follow-up Study of One Khbrat University Program

Distance Learning During COVID-19 Pandemic in UAE Public Schools: Student Satisfaction, Attitudes and Challenges

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