Aim/Purpose: The objective of this study is to explore the effectiveness of using virtual experiments on students’ level of achievement and on their practical skills as well as their views on applying the virtual experiments in a general physics lab. Background: There is a continuous debate in the literature on the effect of using virtual experiments/ lab on students’ physics learning and whether those virtual experiments can substitute and/or enhance students’ performance in the real lab. Also, there is a need to design effective learning environments which are more suitable to students’ characteristics in the digital age and can help them to acquire science inquiry and practical skills. Methodology: Mixed research methodology is adopted including quasi-experimental design, achievement test, participatory observation, and semi-structured interviews. Two groups of students were selected: an experimental group (45 students) and control group (45 students). Contribution: The study results contribute to the ongoing discussion on the role of virtual lab in learning and teaching general physics lab and provide a model of combining virtual and real lab as well as an alternative solution under the times of COVID 19. Findings: The results of the study showed that substituting face-to-face theoretical preparation in the general physics lab is at least equally effective as using virtual experiments. Students with virtual components acquired deeper understanding of physics concepts and were better prepared for carrying out real experiments. Attending online videos spared students’ time and provided them with a more flexible and rich learning environment. Recommendations for Practitioners: Faculty members are encouraged to use virtual experiments instead of face-to-face lab preparation. It is important to include more interactive multimedia and short online videos in the design of the virtual experiments. Recommendation for Researchers: The development of virtual experiments can be extended to other experiments and topics in science. Researchers are encouraged to combine both quantitative and qualitative data collection tools to allow deeper exploration of students learning in the virtual environments. Impact on Society: Virtual labs have the potential to save time and cost for both students and university as they reduce presence hours at the university in the real lab. Virtual experiments provide flexible learning opportunities that can overcome time, pace, and place barriers for learners from the community. They also provide a solution for physical distancing needed due to the emergency conditions imposed by the pandemic. Future Research: Further investigations are needed to include the development of the whole introductory physics lab into virtual course and to explore the digital (virtual) transformation of other topics in physics and science as well.

Background: This study examined teacher educators’ perceptions of play-based learning in the context of university-based teacher education programmes in Palestine. Methods: Using a cross-sectional, multi-method design, we explored factors relating to teacher educators’ capability, opportunity and motivation to incorporate play-based learning into their practice. Thirty-six staff from four Palestinian universities completed an online survey and 17 were interviewed. Results: Teacher educators recognise the value of play-based learning and are motivated to apply this pedagogical approach. However, attempts to incorporate play-based learning into their practices is affected by insufficient knowledge and skills to apply play-based learning in practical contexts. Furthermore, social cues, cultural norms and physical challenges currently limit their opportunity to adopt play-based approaches. Conclusion: Our findings highlight that Palestinian teacher educators are motivated to embrace play-based learning as a pedagogical approach and recognise the importance of using play-based learning in educational practices. The findings can inform future professional development programs for teacher educators.

The COVID-19 crises forced and accelerated digital transformation in higher education institutions. Acceptance of the adoption of digital technologies in those institutions as well as their digital and educational readiness and resilience are important key success factors for this transformation. The objective of this study was to explore challenges, attitudes, opportunities and lessons learned of digital transformation in times of crises at the university level from faculty members’ and students’ perspectives. The study used Unified Theory of Acceptance and Use of Technology (UTAUT) as a theoretical framework. In order to achieve the objective of the study a qualitative method was used. A total of 14 focus group interviews with 62 faculty members and 37 students were conducted in a mid-size university in Palestine. Thematic analysis was used to analyze data gathered from the focus group sessions. Results revealed many challenges toward digital transformation including technical and pedagogical infrastructure, social conditions, ease of use of software, digital pedagogy and online assessment. There are positive attitudes towards the availability of online resources and digitizing theoretical courses. However, students and faculty members still feel that they are not prepared enough for online education and expressed negative attitudes when digitizing practical courses. In order to achieve effective online teaching and learning, good preparation is a must for both students and lecturers which is not followed in actual delivery. Results also revealed several opportunities and benefits of digital transformation, namely, flexibility and the opportunity to develop new technical and educational skills. Researchers recommend carrying out this study in other universities and within different social and cultural contexts and applying mixed approach methodology for validating emerged results.

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