The reality of E-counseling services in the light of Digital learning from the point of View of Teachers in Jordan

Abstract

This study aims to investigate the reality of e-counseling services in the light of digital learning from the perspective of teachers in Jordan. The sample of the study consisted of (348) male and female teachers at Rusaifa Education Directorate in 2021. The scale of the counseling services for this study was created by the researchers, where the validity and reliability of the scale were approved, and the appropriate statistical procedures were used. The study reached some statistical results regarding e-counseling services in the light of digital learning from the perspective of teachers in Jordan. Results revealed that the arithmetic averages of the reality of e-counseling services have an intermediate degree at the overall level, and each dimension has an intermediate degree, too. The prevention dimension took the first place, followed by the social dimension, the moral dimension, the professional dimension, the educational dimension, and lastly, the technical dimension, respectively. The results revealed that there are no statistically significant differences at the level of significance (α ≤ 0.05) at the overall level. The level of each dimension of the scale is attributed to the variables of gender and one’s years of experience.

Lecturers' Perspective of E-Counseling Service During Online Learning

“…This relates to the dimension of teacher readiness as a teacher and a counsellor in the classroom. So, e-counselling services in this study are understood through the concept of teacher professionalism itself from the social, moral, professional, educational, and technical dimensions (Abdallah Altarawneh & Awwad Alomoush, 2022).…”

Bibliometric analysis of digital-based education services

“…Experts around the world are conducting research on digital-based services in the education aspect (Benavides et al, 2020;Cao et al, 2022;Early & Hernandez, 2021;Edwards et al, 2020;Hoffmann et al, 2022;Orsolini et al, 2021). However, there are also problems with digital-based education services, especially in remote areas and do not have internet access (Abdallah Altarawneh & Awwad Alomoush, 2022;Cifuentes et al, 2022;Crook & Bligh, 2016;Komljenovic, 2022;Milutinović, 2022;. In contrast to areas close to urban access, which already have complete internet facilities.…”