Sudden shift to online learning during the COVID-19 pandemic: the case of
                        Arabic at Qatar University

Heider, Abeer

doi:10.14705/rpnet.2021.52.1270

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…Over time, significant advancements have been made in the field of online teaching and learning. Despite the intricacies in transitioning to a fundamentally different teaching approach, our university serves as an exemplary institution that has successfully risen to the challenge of finding solutions to ensure the uninterrupted continuity of education during the pandemic (Heider, 2021).…”

Section: Introductionmentioning

confidence: 99%

The impact of online classes on sleep, physical activity, and cognition functioning among physical education students

Haddad,

Abbes,

Abdel-Salam

2024

Front. Psychol.

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IntroductionOnline education has become a crucial component of teachers’ professional development, and universities incorporate innovative pedagogical approaches to enhance teachers’ training. These approaches have proven invaluable, particularly during the COVID-19 pandemic. This study investigates the impact of online versus face-to-face learning environments on sleep quality, physical activity, and cognitive functioning among physical education students.MethodsUtilizing a unique methodological approach that combines wrist actigraphy, the Pittsburgh Sleep Quality Index, and the Cambridge Neuropsychological Test Automated Battery, we provide a comprehensive assessment of these variables. Over 4 weeks, 19 male students participated in alternating online and face-to-face class formats.ResultsOur results reveal no significant differences in sleep quality or cognitive function between learning environments. However, notable findings include significant differences in Paired Associates Learning and weekday step counts in the face-to-face setting.DiscussionThese insights suggest that while online learning environments may not adversely affect sleep or cognitive functions, they could impact certain aspects of physical activity and specific cognitive tasks. These findings contribute to the nuanced understanding of online learning’s implications and can inform the design of educational strategies that promote student well-being.

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Section: Introductionmentioning

confidence: 99%

The impact of online classes on sleep, physical activity, and cognition functioning among physical education students

Haddad,

Abbes,

Abdel-Salam

2024

Front. Psychol.

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“…In later stages, Hussain et al (2020) [23] observed Qatar University's swift transition to high-quality distance learning, facilitated by the institution's long-standing and widespread use of foundational technological resources, underscoring the importance of institutional readiness in higher education. On the other hand, Heider (2021) [24] acknowledge effective implementations for remote education at Qatar University's Arabic for Non-Native Center. Nonetheless, challenges persist in verifying student identities during live streaming classes, exacerbated by insufficient connectivity quality for streaming access, among other factors.…”

Section: Introductionmentioning

confidence: 99%

Online Learning and Teaching during the COVID-19 Pandemic in Higher Education in Qatar

AlQashouti,

Yaqot,

Menezes

2024

Sustainability

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The COVID-19 pandemic instigated a sudden upheaval in the realm of education, significantly impacting students and educators across the globe. The primary objective of this study was to delve into the experiences of both students (in the learning) and educators (in the teaching) amidst the emergency shift to online education within the higher education system during the COVID-19 pandemic, taking Qatar as a case study. This research adopted a quantitative approach, utilizing surveys as the primary data collection instrument. Data were collected separately from both students and educators, with a sample size of 660 students and 103 educators participating. In both surveys, a five-point Likert scale was employed to record responses. The principal findings of this research indicated that both students and educators exhibited a high level of agreement when it came to their perceptions of the digital tools employed during the educational transition and the accompanying support provided. Conversely, educators expressed a moderate level of agreement concerning their perspectives on learning materials and examination methods. The findings underscore the urgent need for higher education institutions (HEI) to strategically leverage digital tools. Recognizing the centrality of technology, this strategic utilization becomes imperative to foster a supportive and resilient learning environment for future uncertainty scenarios of lockdown and social distancing.

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Online English Language Teaching in the University of Maroua during the COVID-19 Lockdown: Exploring Platforms and Interaction

Tabe

2024

JETM

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With the advent of the COVID-19 pandemic, a lockdown was imposed on Cameroon in 2019. During the period of the lockdown, the University of Maroua enforced online teaching. The aim of this paper is to examine how English Language courses were taught online in the Department of English Language and Literature in the Faculty of Arts, Letters and Social Sciences. The objectives are twofold. Firstly, to examine the platforms used for lectures during the confinement and secondly, to investigate interaction patterns employed for online teaching. Data for the study was collected from students and lecturers through convenient sampling technique in the 2019-2021 academic year. Only lecturers and students who actively took part in online pedagogy during the COVID-19 lockdown were involved in the study. The researcher exerted participant observation, 30 screenshots of online teaching, interview with lecturers and 102 copies of a questionnaire administered to Level One and Master’s One students. Results show that three platforms were used: WhatsApp (100%), Google classroom (88.76%) and zoom (56.75%). With regard to the method employed in teaching, interaction with the use of text and voice was done on the platforms, especially WhatsApp. The interaction was between Lecturer – learners, human – machine (screen) and Learner – Learner. Lecturers equally placed electronic material such as course synopsis and books on the WhatsApp and Google classroom platforms for students to exploit. The findings of this study offer vigorous acumens to higher education stake holders in Cameroon on the implementation of online teaching and use of Information and Communication Technologies (ICTs) in teaching. The researcher recommends incessant training for lecturers and students so that they can copiously grasp online pedagogy and go global with ICTs, especially Artificial intelligence (AI) which is one of the fastest growing Information Technologies.

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Sudden shift to online learning during the COVID-19 pandemic: the case of Arabic at Qatar University

Cited by 3 publications

References 4 publications

The impact of online classes on sleep, physical activity, and cognition functioning among physical education students

The impact of online classes on sleep, physical activity, and cognition functioning among physical education students

Online Learning and Teaching during the COVID-19 Pandemic in Higher Education in Qatar

Online English Language Teaching in the University of Maroua during the COVID-19 Lockdown: Exploring Platforms and Interaction

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