Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

Meccawy, Maram; Meccawy, Zilal; Alsobhi, Aisha

doi:10.3390/su13148053

Cited by 23 publications

(28 citation statements)

References 26 publications

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“…Our study findings show that ‘Not going to the university’ and ‘Not having a routine life’ significantly contribute to the signs and symptoms of stress experienced by students during e-learning. These findings contradict two previous studies from Saudi Arabia, which collected data during the early times of pandemic from a well-reputed higher educational institute in Saudi Arabia [ 3 , 25 ]. These studies reported that a larger proportion of students had positive perceptions about e-learning and were satisfied with their study experiences.…”

Section: Discussioncontrasting

confidence: 99%

“…“Online Distance Education” or ‘E-learning” refers to an institution based formal education where both students and instructors are isolated, and it utilizes interactive telecommunications systems to connect teachers, learners and other learning resources [ 2 ]. E-learning during the COVID-19 pandemic was the most sustainable way to continue studies as per the academic calendar [ 3 ]. Thus, a majority of the countries around the globe directed educational institutions to implement online studies at all levels, which prevented the spread of the COVID-19 and facilitated the continuation of the studies during the last academic year [ 4 , 5 , 6 ].…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia

et al. 2021

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Educational institutions in Saudi Arabia extended e-learning until the third semester of the academic calendar to prevent the spread of COVID-19 infection and to achieve 70% inoculation for the Saudi population. This study assesses the impact of extended e-learning and other associated stressors on the emotional health of university students in Saudi Arabia. An online cross-sectional survey collected data between the months of January–March 2021. The emotional signs of stress were measured by using a subset of items from the COVID-19 Adolescent Symptom and Psychological Experience Questionnaire (CASPE). Data about demographic variables, educational characteristics and academic performance were also collected. A regression analysis was performed to determine predictors of emotional health. A total of 434 university students including females (63%) and males (37%) provided responses. One-third of students (33%) indicated that the COVID-19 pandemic and its resulting changes including online distance studies greatly influenced their daily lives in a negative way. The regression analysis demonstrated that female students and students with average academic performance had increased vulnerability to experience emotional signs of stress (p < 0.05). The factors ‘Not going to university’ and ‘Not having a routine life’ were significant predictors of stress responses (p < 0.01) and (p < 0.001) respectively. E-learning during the COVID-19 pandemic made it possible for students to complete their studies as per academic calendar; simultaneously, it increased the vulnerability to experience stress, particularly for female students and students with average academic performance. These findings imply that academic advising and counseling services should be more readily available during digital studies to support at risk students.

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Section: Discussioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia

et al. 2021

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“…So teachers are willing to use both new and existing resources and methodologies to achieve their teaching goals and engage students through online teaching [ 31 , 32 ]. In addition, faculty members are actively engaged in updating their knowledge on distance education [ 33 ], keeping mental activeness among students [ 34 ], and writing research papers. Rapid (and often improvised) adjustments to work methodology, with uncertain measured results and often based on intuition, have caused stress and nervousness in teachers.…”

Section: Introductionmentioning

confidence: 99%

Impact of the Pandemic on the Teaching and Research Staff at a Technological University in Spain: Deepening the Gender Gap

Peña

Torre

Alcaraz

et al. 2022

IJERPH

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The alteration of the educational model caused by the COVID-19 pandemic has not affected all university faculty equally. This work explores the academic, digital and gender inequalities caused by the pandemic on the teaching and research staff of a technological university for STEM (Science, Technology, Engineering and Mathematics) disciplines in Spain, the Universitat Politècnica de Catalunya—BarcelonaTech (UPC). The study considers an anonymous survey with a non-probabilistic voluntary sample (n = 355). The results of the survey reveal that, over these months, the teaching and research staff of the university, regardless of gender, has significantly increased its academic activity due especially to the number of hours devoted to virtual teaching compared to its teaching dedication in a situation of normalcy. This study shows that the lockdown has strongly affected women who are more vulnerable to crisis. In particular, the negative impact on research has been higher in female faculty staff from the UPC, who already face disparities regarding promotion and, during lockdown, stated more difficulties with household work reconciliation. From the results of this study, it is possible to conclude that the COVID-19 pandemic has deepened the gender gap in the academic field.

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“…A study has confirmed that there are three factors relevant for examination: student satisfaction, instructor satisfaction and institutional satisfaction [79]. Satisfaction with an online education system is important for all three parties because it strengthens motivation and engagement in all areas of education [80]. In this paper, we focus on a more complex analysis of instructor satisfaction and the effects of the COVID-19 pandemic on online teaching.…”

Section: Discussionmentioning

confidence: 99%

Factors Affecting the Efficiency of Teaching Process in Higher Education in the Republic of Serbia during COVID-19

Kuleto¹,

Ilić²,

Šević

et al. 2021

Sustainability

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From the moment the Republic of Serbia declared a state of emergency in the summer semester of 2019/2020, higher education institutions (HEIs) used various teaching models from Distance Learning Systems (DLS), online platforms and modern information and communication technologies (ICT), to sending materials via student e-mails and notifications via faculty portals. Using survey research as a method, the paper describes the experiences of teachers and associates at HEIs in Serbia (780 respondents) regarding the efficiency of provided education services. In this article, we used the method of content analysis and participatory observation, as well. We analysed the attitudes of teachers and associates apropos the efficiency of providing educational services through the work from home (WFH) model and distance learning (DL) and other models used in response to COVID-19 epidemiological measures in education. During the WFH setup, we looked for factors that affect educational efficiency. When it comes to the statistical technique, factor analysis was selected. Technology, managerial support, and work–home conflict are all expected to impact process efficiency, so these were the first criteria considered when selecting potential factors. Principal Component Analysis (PCA) was used as the extraction method, and the Varimax rotation method was also used. We discarded all factors with eigenvalues below one. Four factors caught our attention: School management support, Family–work conflict, Home infrastructure, and Technology choice. The results showed that F1 (School management support) is positively correlated to F2 (Family–work conflict) and efficiency and negatively correlated to F3 (Home infrastructure). Conversely, F2 is negatively correlated to F3 and positively correlated to efficiency. The F4 factor shows no significant correlations to other factors.

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Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

Cited by 23 publications

References 26 publications

The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia

The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia

Impact of the Pandemic on the Teaching and Research Staff at a Technological University in Spain: Deepening the Gender Gap

Factors Affecting the Efficiency of Teaching Process in Higher Education in the Republic of Serbia during COVID-19

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