Coping with COVID-19: Higher Education in the GCC Countries

Bensaid, Benaouda; Brahimi, Tayeb

doi:10.1007/978-3-030-62066-0_12

Cited by 24 publications

(19 citation statements)

References 13 publications

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“…Nuere and de Miguel (2020), following an observation of universities in Spain during the pandemic, came to the conclusions that institutions which had been used to conducting online classes had minimal problems working under new conditions, and that the quality of the process was strongly affected by the quality of online teaching tools. Bensaid and Brahimi (2021) likewise attributed the successful maintenance of the learning cycle in higher education institutions in the Gulf to their already established distance education, swift administration and policy steps, and access to resources. Similarly, Tiejun (2020) claimed that due to prior preparation, education in Chinese colleges and universities did not suffer in the course of the outbreak.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Jelińska

Paradowski

2021

OLJ

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The COVID-19 pandemic required educators and learners to shift to emergency remote instruction with little time for preparation. To understand how teachers managed the transition, we surveyed nearly 1,500 teachers from 118 countries from April to September 2020. Using cluster analysis, we detect two readily distinguishable groups of instructors: a group who was more engaged with remote instruction and had better coping in terms of online teaching challenges, and a group who had lower levels of both engagement and coping. We compare the two groups in terms of their sociodemographic characteristics, and also assess the relationship between each sociodemographic marker and teachers’ engagement and coping. Overall, our results suggest that teachers were most engaged and coped best with the transition when they had prior experience with remote instruction, taught in the higher education sector, and taught using real-time synchronous modalities. We also find non-trivial results regarding teachers’ gender, years of teaching experience, and their country’s level of economic development, and observe no relationship between teachers’ age and engagement or coping. The detection of the contextual effects underscores the importance of large multisite research.

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Section: Review Of Relevant Literaturementioning

confidence: 99%

Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Jelińska

Paradowski

2021

OLJ

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“…The lowest percentage of affected learners was in Qatar with a percentage of 1.44% of total affected learners in GCC countries. All higher education institutions in the GCC countries moved to e-learning system using different LMSs, such as Blackboard, MS Teams, Big Blue Button and other learning platforms (Bensaid and Brahimi, 2020).…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

“…The majority of the GCC’s universities is equipped with LMSs that enabled them to have smooth transition from the traditional learning to the online learning. This was done using different online platforms such as Zoom, Microsoft Teams, Blackboard, Google classroom and other platforms (Bensaid, and Brahimi, 2020). This was performed using to provide virtual in-class activities such as video lectures, seminars and class debate, besides uploading the necessary documents for learning process.…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

“…In terms of assessment mechanism, the ministry of education in each country was in a continuous contact with the universities to assure the use of a fair and effective mechanism to evaluate the student’s performance such as online exams through the LMS, open-book exams or replacing all exams by assignments. However, some GCC countries such as Bahrain and United Arab Emirates gave the right for the students in universities either to include their final marks in their CGPA or not (Bensaid, and Brahimi, 2020). In Saudi, the students were given the opportunity to postpone their study in the second semester or to withdraw from the courses.…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

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COVID-19 and digitizing accounting education: empirical evidence from GCC

Sarea

Alhadrami

Taufiq-Hail

2021

PRR

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Purpose The main objective of the study is to investigate the effect of COVID-19 on accounting education in the higher education (public and private universities) in the Gulf Cooperation Council (GCC). Design/methodology/approach The study is explorative in nature conducted with quantitative survey approach and using purposive techniques in collecting data. The sample focuses on the teaching staff at public and private universities in (GCC), Kingdom of Saudi Arabia, United Arab Emirates, Bahrain, Kuwait, Oman and Qatar during the COVID-19. Findings This study presumed to highlight some of the emergent issues faced during the pandemic pertaining the aspects of the COVID-19 and digitizing accounting education and its effect on future direction of digital education. Originality/value To the best of the authors’ knowledge, this study is the first academic paper to study the effect of COVID-19 on accounting education in the higher education in the GCC.

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“…Generally speaking, most research into the effects of the COVID-19 pandemic has focused on students and its negative impact [5,[12][13][14][15][16], as well as the impact on HE institutions and their move to virtual online classes [17,18]. For instance, a study was conducted by a group of researchers into the psychological effects of COVID-19 on students and university staff [19].…”

Section: The Rationale Behind the Studymentioning

confidence: 99%

The Impact of Self-Efficacy on Feelings and Task Performance of Academic and Teaching Staff in Bahrain during COVID-19: Analysis by SEM and ANN

Taufiq-Hail

Sarea

Hawaldar

2021

Journal of Open Innovation: Technology, Market, and Complexity

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COVID-19 has changed the way we live, communicate and work, as well as altering our feelings. The higher education sector, alongside other sectors, has been severely affected by the pandemic and its serious repercussions. Academic and teaching staff have had to work from home and convert to online teaching, a change which has been met with both negative and positive feelings. The need for new competencies and upskilling, among other challenges, has been encountered. Therefore, the objectives of this study are aligned with exploring the impact of three constructs—self-efficacy, positive feelings and negative feelings—on the performance of academic and teaching staff at public and private universities in Bahrain during the COVID-19 lockdown. Additionally, the impact of self-efficacy on these feelings was explored. A cross-sectional quantitative survey instrument was developed, validated and distributed using 83 valid responses. A two-way approach was followed to evaluate the model using the partial least squares (PLS-SEM) and multi-layer perceptron-artificial neural network (MLP-ANN) techniques. Tests support the validity, reliability and consistency of the measurement scale, as well as the validity of the postulated model. The results revealed a statistically significant relationship between the three constructs and performance. Interestingly, attention is drawn to the impact of self-efficacy on increasing positive feelings and task performance. The impact of self-efficacy on reducing negative feelings is also evident. Analyses of PLS-SEM augmented by MLP-ANN enhanced our understanding of the relationships and gave more support to the use of dual approach analyses in future research. This research adds to COVID-19 global research and the findings increase the knowledge within the literature. The implications of the study’s outcomes should be given attention from higher education authorities and management to raise staff morale and offer training to help sustain performance and mental wellbeing. Lasty, limitations and future directions are discussed.

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Coping with COVID-19: Higher Education in the GCC Countries

Cited by 24 publications

References 13 publications

Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

COVID-19 and digitizing accounting education: empirical evidence from GCC

The Impact of Self-Efficacy on Feelings and Task Performance of Academic and Teaching Staff in Bahrain during COVID-19: Analysis by SEM and ANN

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