The Impact of COVID-19 on Learning: Investigating EFL Learners’ Engagement in Online Courses in Saudi Arabia

Oraif, Iman; Elyas, Tariq

doi:10.3390/educsci11030099

Cited by 106 publications

(133 citation statements)

References 22 publications

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“…This condition is due to the current stages that the digital world has the potential to change the classroom, particularly in education. As a result, open education refers to digital education or remote learning become a must (Oraif & Elyas, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…With its accessibility, breadth, expansive digital environments, and capacity to engage with classmates/instructors from different nations, the digital world has the potential to change the classroom, particularly in education. As a result, open education refers to digital education or remote learning (Oraif & Elyas, 2021). This digital openness could make education more accessible by allowing it to be adapted to individual needs.…”

Section: Remote Learningmentioning

confidence: 99%

“…This digital openness could make education more accessible by allowing it to be adapted to individual needs. Because everyone absorbs content differently, information should be acquired in a variety of ways, whether through video, audio, text, or another medium (Oraif & Elyas, 2021). Many studies have highlighted the benefits of technology in language teaching and learning; its role is not only to engage learners in the learning process, but also to promote learner motivation and learner-centered instruction (Gao & Zhang, 2020).…”

Section: Remote Learningmentioning

confidence: 99%

“…While countries' COVID-19 infection rates vary, more than 186 countries are currently affected by school closures due to the pandemic. As a result of COVID-19, education has changed dramatically, with a noticeable increase in e-learning, in which teaching is done remotely, virtually, and on digital platforms (Oraif & Elyas, 2021). Many colleges decided to conduct online surveys throughout and after the semester to study the perception of remote learning due to unexpected and rapid changes in the teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

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Students’ perception on Islamic education toward e-learning classes during covid-19 pandemic

Djamdjuri

Maeleni

2021

ATT

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The aim of this research is to find out the students’ perception of Islamic education course conducted online learning during a pandemic outbreak. This impact affects the learning process. The researchers used a qualitative research approach with a survey method and the data collection were gained through a questionnaire and interview which were conducted online. The participants in this study were 115 students from the even semester and of English Education Program in English for Islamic studies course from one of universities in Bogor, Indonesia, who had been involved in online learning during the Covid-19 pandemic. The results show that a hundred percent of the students of that program involved in online learning in 2020/2021 academic year. Moreover, the online media that students are most interested in when learning online are WhatsApp (40.3 %), Google Classroom (35.7 %), Telegram (12.4 %) and Zoom (4.4 %). In addition, according to the students’ perception if online learning was extended, some students were very happy, a number of students were unhappy, and a few students were less happy. Despite the fact that most students prefer to study in person (offline) at home, online learning has positive impact on students.

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Section: Resultsmentioning

confidence: 99%

Section: Remote Learningmentioning

confidence: 99%

Section: Remote Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students’ perception on Islamic education toward e-learning classes during covid-19 pandemic

Djamdjuri

Maeleni

2021

ATT

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“…It aimed to create a standardized platform for online instruction for all school grades from 1 to 12 across all Saudi public schools. There were two teaching periods: students from grade 7 to 12 took lessons online during the morning hours, while the afternoon period was specified for students from grades 1 to 6 (Oraif & Elyas, 2021).…”

Section: Education In Saudi Arabia During the Covid-19 Pandemicmentioning

confidence: 99%

EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools

Alharbi¹,

Alhebshi²,

Meccawy³

2021

AWEJ

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This study highlights students’ and teachers’ perceptions on using Google Forms as a formative assessment tool in EFL classrooms. The study implemented a mixed methods approach where a questionnaire was administered to students and interviews were carried out with English teachers in public secondary schools in two cities in Saudi Arabia. The questionnaire received 354 responses (32 males and 322 females) while in the structured interviews, 24 female English teachers provided their opinions on the advantages and disadvantages of integrating Google Forms into their classrooms. The purpose of this study is to explore students’ perceptions of online formative assessment via Google Forms in terms of perceived usefulness, perceived risk of cheating, and perceived self-efficacy. It also aims to analyze the positives and challenges faced by EFL teachers while using Google Forms as an online formative assessment tool. The results showed that both students and teachers believe that using Google Forms positively impacts students’ learning despite the risk of cheating and demonstrated several limitations with using Google Forms for teachers and students. However, English language teachers are recommended to engage all students in online formative assessment to monitor their progress over the course and design interventions to reduce cheating in online assessment. The present study helps increase the awareness of the positives and negatives of English online assessment in Saudi Arabia.

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A field guide for implementing a flipped classroom

Poulain

Bertrand²,

Dufour³

et al. 2023

Biochem Molecular Bio Educ

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The way flipped classrooms are perceived and even practiced by teachers is sometimes approximate. For instance, while the Covid‐19 pandemic has pushed many universities to adopt distance learning, flipped classrooms have often been mentioned as a solution in that context. This inducement maintains a confusion between flipped classrooms and distance learning that might be detrimental for students and teachers. Moreover, embarking on a new pedagogical practice such as flipped classroom could be intimidating and time‐consuming for the newcomer teacher. For these reasons, this article aims to share some tips for implementing a flipped classroom, with examples from biology and biochemistry. Based on our experiences but also on the current scientific literature, we structured these advise around three phases: preparation, implementation, and follow‐up. In the preparation phase, we advise planning early to invert time in class and outside the classroom, but also to say it explicitly, as well as to identify (or optionally create) resources for students to learn in autonomy. In the implementation phase, we suggest to (i) be explicit in the acquisition of knowledge and foster students' autonomy; (ii) explore active learning in class; (iii) develop cooperation and sharing skills; and (iv) differentiate teaching practices to adapt to student needs. Lastly, in the follow‐up phase, we propose to (i) evaluate both student learning and the pedagogical setting; (ii) take care of the logistics and the teacher's posture; (iii) document the flipped classroom, and (iv) share the teaching experience.

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The Impact of COVID-19 on Learning: Investigating EFL Learners’ Engagement in Online Courses in Saudi Arabia

Cited by 106 publications

References 22 publications

Students’ perception on Islamic education toward e-learning classes during covid-19 pandemic

Students’ perception on Islamic education toward e-learning classes during covid-19 pandemic

EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools

A field guide for implementing a flipped classroom

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