The Reality of Using E-Learning Applications in Vocational Education Courses During COVID 19 Crisis from the Vocational Education Teachers’ Perceptive in Jordan

Shdaifat, Sameer Aowad Kassab; Shdaifat, Nidal A. K.; Khateeb, Linda Ahmad

doi:10.5539/ies.v13n10p105

Cited by 13 publications

(14 citation statements)

References 4 publications

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“…According to the study of Bodrud-Doza [ 53 ], McKee and Stuckler [ 54 ], Pak et al [ 55 ] and Qin et al [ 56 ], the pandemic have a significant influence on the country's economy and individuals, in addition to the public health crisis. Many Palestinian families lost their source of income due to lockdown policy as a result of the widespread of the COVID-19 pandemic [ 3 ], therefore students may be concerned about paying their tuition fees [ 57 – 60 ] or inability to continuing their distance learning due to the lack of electronic resources such as internet, mobile phone, tablet [ 29 ].…”

Section: Discussionmentioning

confidence: 99%

Prevalence of depression, anxiety and stress during the COVID-19 pandemic: a cross-sectional study among Palestinian students (10–18 years)

Radwan

Radwan³

et al. 2021

BMC Psychol

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Background The COVID-19 pandemic considers a threat to students’ well-being and mental health. The current descriptive cross-sectional study aims to identify psychological distress among school students during the lockdown period. Methods This study was carried out in a sample of 420 primary and secondary school students from June 10 to July 13, 2020, in the Gaza Strip in Palestine. Data was collected using an online questionnaire that included informed consent, socio-demographic questions, and a psychometric scale (DASS-21). Results The results revealed that most students experienced moderate to severe levels of anxiety (89.1%) and depression (72.1%), whereas less than half of them (35.7%) experienced moderate to severe stress. Stress, anxiety and depression scores were significantly different across gender, age groups, family size, and family's economic status. The results showed that gender (β = -0.174, p < 0.001), age (β = −0.155, p = 0.001) and economic level of family (β = −0.147, p = 0.002) were negative predictors correlated with stress. Family size (β = 0.156, p = 0.001) played a positive role in stress. It was found that gender (β = −0.105, p = 0.031), age (β = −0.135, p = 0.006) and economic level of family (β = −0.136, p = 0.005) were negative predictors correlated with anxiety, whereas family size (β = 0.139, p = 0.004) played a positive role in anxiety. For depression, gender (β = −0.162, p = 0.001), age (β = −0.160, p = 0.001) and economic level of family (β = −0.131, p = 0.007) were negative predictors correlated with depression, whereas family size (β = −0.133, p = 0.006) was found to be a positive predictor. Concerns about the influence of COVID-19 on economic, education, and daily life were positively correlated to the levels of depression, anxiety and stress, whereas the availability of social support was negatively correlated. Conclusion The development of a health protocol for influenced students is urgently needed to maintain them remain resilient during dangerous times.

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Section: Discussionmentioning

confidence: 99%

Prevalence of depression, anxiety and stress during the COVID-19 pandemic: a cross-sectional study among Palestinian students (10–18 years)

Radwan

Radwan³

et al. 2021

BMC Psychol

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“…However, deficits in digital competences can be observed in the international literature among both students and teachers [31][32][33][34][35].…”

Section: Digital Learningmentioning

confidence: 99%

“…The differences in technical equipment can also be observed among teachers, depending on their affinity and prior knowledge of digital learning, which was perceived by both the teachers themselves and the students [56]. A study from Jordan [32] showed negative attitudes of vocational school teachers towards the use of digital learning formats. For students Helm et al [15] report that approximately three-quarters had sufficient digital devices at home to cope with distance learning, although they assumed that students with insufficient technical equipment may have also been under-reported.…”

Section: School Closures During the Coronavirus Pandemicmentioning

confidence: 99%

“…However, target-oriented concepts should be developed to counteract issues caused by competing hardware and software products and to thus ensure successful educational processes based on pedagogical and didactic premises [56]. Based on the need to impart digital competences to apprentices, further training courses for teachers and company training staff will be particularly relevant in the future, as they have not been sufficiently offered or attended in recent years [32,35,81,82].…”

Section: Practical Implicationsmentioning

confidence: 99%

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Challenges of the Coronavirus Pandemic as an Opportunity for Sustainable Digital Learning in Vocational Education and Training (VET)

2022

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In addition to restrictions in training companies, vocational schools were also closed due to the coronavirus pandemic in Germany. After the unexpected first lockdown, it was the challenge of all those involved to draw lessons from the emergent weaknesses in the system and to prepare for further school closures. These preparations primarily involved shifting to digital learning platforms. This article uses a simple and easy to understand research design and focuses from a practical point of view on the results of a quantitative online survey conducted by the University of Applied Labour Studies Mannheim among 143 apprentices in southern Germany on the differences between the first and second school closures with regard to live communication with teachers, attention to apprentice concerns by the vocational school, access to digital devices, and the use of these devices. The results of the survey show that, according to the apprentices’ assessments, the vocational schools were able to improve live communication as well as better attend to the apprentices’ concerns between lockdowns. In addition, the apprentices were able to improve their own digital devices and competencies and, to a large extent, make up for deficits. They were better able to use digital devices and software during the second school closure compared to the first. Gender differences were observed. However, despite significant improvements, there is still a need to modernize and innovate, which should be considered in future digital developments at schools.

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“…Therefore, when learning has to be done from home, students become less maximal because they lose the primary learning resources they cannot find when studying. This problem gets worse if the student's financial condition is terrible, where students are unable to provide various materials used to carry out independent practicum at home (Shdaifat, Shdaifat, & Khateeb, 2020). Because of that, it is essential to evaluate the use of AULA by collecting students' perceptions of online learning that can be used as a basis for evaluating learning so that better online learning can be formulated for vocational education students (Syauqi et al, 2020).…”

Section: Figure 2 E-learning Course Before Pandemicmentioning

confidence: 99%

Evaluation of Online Learning Systems on Vocational Education in the COVID-19 Pandemic

Aly

Hamid

Aroyandini

et al. 2022

AIJP

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Some online learning methods are experiencing very fast dynamics these days. The dynamics that are developing are a form of adjustment to the needs of lecturers and students when the Covid-19 pandemic is severe. Airlangga University's online learning system e-Learning Application (AULA) has tried to be maximized to face the current dynamics of change. This study aims to evaluate online learning in theoretical and practical classes. The evaluation is seen from the perceptions of students from the Vocational Faculty. This evaluation is used to analyze three main aspects of the use of AULA, namely delivery, interactive, and assessment in the implementation of theoretical and practicum courses. This evaluation research uses a quantitative approach with the main data collection being a questionnaire. In addition, in-depth interviews were also conducted to confirm the questionnaire. The results of the analysis of this study indicate that the perceptions of students tend to be dissatisfied with the use of AULA in the practical class. Almost all sections in the interactive and assessment aspects have a fairly low score. The findings in this study indicate that the implementation of online practicum classes is still not able to accommodate students' interests related to the full mastery of skills from practicum classes. Although, the combination of vocational education and training with E-learning during a pandemic is considered the only logical choice. This is because learning objectives can only be achieved using this method compared to having to face to face during the Covid-19 pandemic.

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The Reality of Using E-Learning Applications in Vocational Education Courses During COVID 19 Crisis from the Vocational Education Teachers’ Perceptive in Jordan

Cited by 13 publications

References 4 publications

Prevalence of depression, anxiety and stress during the COVID-19 pandemic: a cross-sectional study among Palestinian students (10–18 years)

Prevalence of depression, anxiety and stress during the COVID-19 pandemic: a cross-sectional study among Palestinian students (10–18 years)

Challenges of the Coronavirus Pandemic as an Opportunity for Sustainable Digital Learning in Vocational Education and Training (VET)

Evaluation of Online Learning Systems on Vocational Education in the COVID-19 Pandemic

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