The impact of the physical environment on the quality of distance education

AL-Tkhayneh, Khawlah M.; Altakhaineh, Abdel Rahman Mitib; Nser, Khaled Khamis

doi:10.1108/qae-09-2022-0163

Cited by 4 publications

(1 citation statement)

References 23 publications

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“…The breakdown of the school community was accompanied by the teachers' change of attitude toward others, in light of their own survival. As has already emerged, the peculiar social and physical environment during distance learning caused stress and anxiety among teachers, diminishing their comfort and performance levels (Al-Tkhayneh et al, 2023). The uncertainty of the evolution of the pandemic and the commitment required to learn how to use digital technologies for teaching led teachers to feel catapulted into selfcentered isolation.…”

Section: Digital Technology and Carementioning

confidence: 99%

Body in the forefront, again? Distance learning drawbacks and implications for policy

Jacomuzzi,

Milani Marin

2024

Front. Educ.

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The COVID-19 pandemic launched a challenge on the education system and required schools to make organizational changes in order to continue serving the local community. Essential to this process are support teachers who play a key role as agents of change. Despite their role, the perspectives, desires, and needs of these teachers have since been neglected, despite their centrality in contemporary Italy. Accordingly, the specific aim of this study revolves around supporting teachers’ experiences with digital technologies (i.e., learning applications, telecommunication media, and interactive devices) within a pandemic context, especially technologies used to maintain the educational bond with students with disabilities. Attuned to an interpretative paradigm, this qualitative research has an ethnographic design, which was implemented in a secondary school in a Northern Italian city. Throughout the article, we discuss the three main drawbacks found in fieldwork: (i) the prevailing change in bureaucratic management; (ii) the pervading mind–body binarism in teaching; and (iii) a long-term vision for inclusion being subject to a passive logic of adaptation. Finally, we reflect on some emerging implications. The first points to a necessary move from a rationalistic school management to an alternative model focused more on guaranteeing social justice among educational stakeholders. The second is that the very introduction of a new technology should be aimed at engaging actors whose work has been invisible to date in a school setting to empower them as key agents for change. The third suggests that, to overcome community disaggregation and mind-body binarism, a teacher-researcher figure is needed, a figure with holistic skills in addition to those of a technical nature delivered by institutional training programs.

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Section: Digital Technology and Carementioning

confidence: 99%

Body in the forefront, again? Distance learning drawbacks and implications for policy

Jacomuzzi,

Milani Marin

2024

Front. Educ.

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Level of students' academic integration in the physical environment of the classroom

Al-Tkhayneh

2023

JARHE

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Purpose This study aimed to identify the level of students' academic integration in the physical environment of the classroom.Design/methodology/approach This study used an experimental approach. The study sample consisted of 60 students, who were divided into an experimental group (n = 30) and a control group (n = 30) in two classrooms (classes 9 and 13). To verify the equivalence of the two groups, an ANOVA test was performed to determine the level of academic integration, and identify any statistically significant differences between the two groups before separating them and controlling all the other variables, except for the classroom environment variable.Findings The results revealed no statistically significant differences in the mean of pre-application academic integration. Ten days later, the lecturer explained the topic within the academic course and redistributed the scale of academic integration. The results of the second application revealed differences in the average mean of academic integration in favour of the experimental group (class 13). To identify statistically significant differences, a t-test was used for independent samples. The results showed statistically significant differences in the level of academic integration of the experimental group attributed to the variable of physical environment in favour of class 13.Originality/valueThis study recommend to proposing future physical learning environments in classrooms by improving physical aspects. These new learning environments can enhance the cooperation between teachers and students, allow for easier conveyance of ideas and promote students' ability to solve problems more effectively. The use of Metaverse technology in education may create an appropriate virtual physical environment that solves the problem of the physical environment and raises the level of academic integration of students.

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The role of AI agents in fostering inclusivity for HEIs’ students with special needs against backdrops of the accreditation trend

Chedrawi,

Kazoun,

Kokkinaki

2024

QAE

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Purpose This paper aims to study the role of artificial intelligence (AI) agents in creating a climate of inclusion for people with special needs in the higher education sector (HES). Design/methodology/approach A qualitative methodology is used in this research that is mainly based on semistructured interviews conducted with the top ten universities in Lebanon with deans, information technology managers, professors and administrative officers. Findings This paper highlights findings related to the current status of the higher education institutions (HEIs) in Lebanon vis-à-vis their accreditation and quality assurance processes in accommodating and creating a climate of inclusion for people with special needs. The results show the important role of AI agents in aiding HEI in creating such a climate of inclusion for people with special needs. Originality/value The study sheds light on existing gaps in the literature related to creating a climate of inclusion for people with special needs in HEI. Additionally, there is yet a lack of research that focuses on the role of AI technology in general and AI agents in particular in fostering a climate of inclusion for people with special needs within the HES.

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The impact of the physical environment on the quality of distance education

Cited by 4 publications

References 23 publications

Body in the forefront, again? Distance learning drawbacks and implications for policy

Body in the forefront, again? Distance learning drawbacks and implications for policy

Level of students' academic integration in the physical environment of the classroom

The role of AI agents in fostering inclusivity for HEIs’ students with special needs against backdrops of the accreditation trend

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