Abstract-The study aimed at investigating the extent of implementing Netiquette practices among University students at Tafila Technical University (TTU). The study included the students of Faculty of Educational Sciences at TTU-Jordan, who enrolled in fall semester of the academic year 2015/2016. To achieve the aim of the research study, researchers used the descriptive research method. A quantitative questionnaire, consisted of (42) items was developed and administered on (245) male and female students of special education and classroom teacher majors. The findings of the study revealed that the university students have a consensus regarding the general rules of Netiquette. However, they pointed out limited awareness of specific Netiquette rules and aspects. As a result, their practices reflected varied levels of implementation. In addition, the results revealed that the students' perspectives of the implemented Netiquette practices were not affected by gender, specialization, or university study level. Furthermore, the implemented practices revealed that the students' perspectives show limited extent of Netiquette practices related to critical thinking skills. Further implications and future recommendations were discussed.Keywords-Netiquette Practices, Undergraduate Students, Students' Perspectives, Jordanian Universities IntroductionAcquiring advanced communication skills is a vital attribute of the 21 st century people around the world since knowledge could not be existed without communications and interactions. Communication skills have several formats that include verbal and written language, gestures, symbols, and colors. The major communication tool among people takes place through face-to-face in order to express and deliver meanings and ideas directly to others. However, the new digital technologies have changed the way of how individuals communicate and force them to create a new arena of 84

Abstract-This study aimed at investigating Jordanian university students' opinions of utilizing a Facebook application that is linked to a university course. This coursespecific 'Facebook page' that is entitled "Our Environment is Our Responsibility" was created specifically as an additional course material to learn more how university students who enrolled in this course perceive this resource as a new learning tool. Two questionnaires were distributed to 64 students. The first questionnaire was implemented at the beginning of the semester.It consisted of open-ended questions to learn about students' proposed expectations of utilizing this new platform. The other questionnaire was given at the end of the semester to learn more about students' perceptions of this new experience. Findings of this study revealed that the majority of students perceived Facebook as an attractive, valuable and accepted learning resource. However, the students faced many obstacles that hindered the ultimate benefit of utilizing this supplementary online learning resource. Recommendations and further research opportunities regarding using Facebook as a learning tool are discussed.

This study aimed to investigate the perceptions of primary and secondary students’ parents in Jordan toward the distance learning process implemented in light of the coronavirus disease (COVID-19) pandemic. To achieve the study objectives, the researchers used the descriptive survey method to collect and analyze data and interpret the results. After developing the study instrument (questionnaire) and ensuring its validity and reliability, it was distributed to a selected sample, consisting of 470 parents, by random cluster method during the second semester of the 2019–2020 academic year. The study results show that primary and secondary students’ parents were moderately satisfied with the distance learning process implemented in light of the COVID-19 pandemic. In addition, the results reveal statistically significant differences in the parents’ perceptions attributed to the variables of the child’s grade, in favor of grades 5–7; teacher’s gender, in favor of female teachers; and school type, in favor of private schools.

This study aimed at exploring the extent of using e-learning among teachers of higher basic stages in one of the southern governorates in Jordan. The researchers used the descriptive approach to collect, analyze the data, and to interpret the results. The study sample consisted of 365 male and female teachers, and it was selected by using the stratified random sampling method. A questionnaire was developed to collect the data, and its validity and reliability were checked. The study results showed that the teachers were using e-learning moderately. In addition, there were no statistically significant differences due to the variables of gender and specialization. However, there were statistically significant differences due to the experience variable. In light of the study results, teachers should use e-learning strategy in their teaching process regardless the subject of the course content. In addition, teachers who have five years and more in teaching experiences should obtain training that focus on the updated use of technology tools.

The COVID-19 pandemic has forced a worldwide revolution in our understanding of how to conduct education. International lockdowns were the catalyst for a global shift from traditional face-to-face learning to distance learning. This comparative study utilized a mixed method approach to investigate the readiness of Higher Education instructors and students and the challenges arising from the shift to distance education in two different Arab countries, Qatar and Jordan. Generally, the findings gleaned from the questionnaires (230 instructors and 551 students) revealed certain inconsistencies with the findings that emerged from the interviews (18 instructors and 38 students) in terms of both the level of readiness and the challenges faced. The results showed a substantial variation in instructors and students’ readiness at both participating universities. While factors like country, age, gender, specialization, years of experience/year in the program, and the number of online training courses prior to the COVID-19 epidemic proved to cause statistically insignificant differences in instructors and students’ readiness, variables including age, gender and prior experience in online courses were relatively influential for students in terms of the challenges they faced.