Attitudes of Students and Faculty Members at Israa University towards Distance Learning in Light of the Corona Pandemic

Abstract

This study aimed to identify students' attitudes and faculty members at Israa University towards distance learning in light of the Corona pandemic. A questionnaire was developed that included two pictures (student photo/faculty member photo). Each image in the questionnaire consisted of (30) items distributed into three areas: Learning and teaching, assessment and testing, and learning and communication management, where acceptable coefficients of validity and reliability were achieved for the two questionnaire images, and applying them to an available sample of Al-Isra University students and faculty members, consisted of (365) male and female students, and (119) faculty members during the first semester of the academic year (2020-2021 AD). The study results revealed that the attitudes of students and faculty members at Israa University towards distance learning in light of the Corona pandemic came at a medium level. The presence of statistical differences in students' attitudes at Israa University towards distance learning due to the gender variable and the differences were in favor of males. There were no statistically significant differences in Al Isra University students' attitudes towards distance learning due to the vari of college. The variablee results also revealed no statistically significant differences in the faculty members' attitudes at Al-Isra University towards distance learning due to the variable of academic rank. In light of the study results, the researchers recommended developing the values of self-awareness and twenty-first-century skills such as self and continuous learning, and interest in developing distance learning applications and platforms, and conducting future studies on distance learning and the effectiveness of educational platforms and electronic applications in light of various variables.

Effective or Impractical? Discussing Students' Perceptions toward Learning Management Systems in English Language Learning

“…In addition, the easy-to-use features and exciting content uploaded by lectures may ignite students' interest to learn more from LMS and affect their learning results. Alshorman (2018) points out that LMS provides features that raise students' motivation to learn, such as audio, video, image, animation, games, and images. In particular, Zainuddin et al (2019) found that video lectures posted by lecturers evoke students' interest in online learning.…”