COVID-19 and Rapid Course Adaptations in Saudi Arabia: An Experiential Learning and Recommendations for Online Education

Alatni, Basim Sulaiman; Abubakar, Ismaila Rimi; Iqbal, Saad Arslan

doi:10.3389/fpsyg.2021.643203

Cited by 8 publications

(5 citation statements)

References 31 publications

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“…The success of OAE has come under scrutiny due to its inability to meet the specific requirements of AE outlined earlier. Researchers from various countries, including India [1,9,11], Serbia [14], Jordan [6,7,22], Iran [8], Egypt [30], Saudi Arabia [31], England [15,21], the USA [32,33], Australia [34,35], and Poland [36], have conducted research on these issues in the field of OAE and have consistently evaluated this method.…”

Section: Navigating the Shift: Theoretical Foundations Of Online Arch...mentioning

confidence: 99%

“…Therefore, this occasion has attracted the attention of several scholars from various countries. Some scholars have concentrated on the impact of OAE [56], OAE adaption [9,22,31], and the transformation of AE [23,57]. Moreover, most researchers have determined architecture students' perceptions and challenges of OAE [6][7][8]11,14,17,36].…”

Section: Research Background and The Literature Gapmentioning

confidence: 99%

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Modeling the Critical Factors Affecting the Success of Online Architectural Education to Enhance Educational Sustainability

Metinal,

Gumusburun Ayalp

2024

Sustainability

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Due to their unique requirements, the COVID-19 pandemic precipitated an urgent shift toward online education, profoundly impacting disciplines such as architectural education (AE). While online education has demonstrated efficacy in theoretical domains, practical disciplines like AE face significant challenges, particularly in design studios (DS). This study aims to identify the critical factors affecting the success of online architectural education for sustaining educational quality amid crises. A comprehensive systematic literature review was undertaken, followed by the development of a questionnaire encompassing 53 challenges pertinent to online architectural education (OAE). The questionnaire was administered to architecture students who had experienced OAE, resulting in 232 fully completed responses. Twenty-four critical challenges (CCs) were identified through normalized mean value analysis. Exploratory factor analysis revealed three pivotal factors, subsequently validated by confirmatory factor analysis. A structural equation model (SEM) was constructed to elucidate the magnitude of impact exerted by these critical factors on the success of OAE. Critical challenge factors encompassed obstacles to (1) interactive, communicative, and collaborative social learning, (2) inexperience and technical constraints, and (3) enhanced accessibility, and self-sufficiency. These findings represent a first and novel contribution to this domain, distinct from previous research endeavors, by delineating the primary factors critical to the success of OAE.

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Section: Navigating the Shift: Theoretical Foundations Of Online Arch...mentioning

confidence: 99%

Section: Research Background and The Literature Gapmentioning

confidence: 99%

Modeling the Critical Factors Affecting the Success of Online Architectural Education to Enhance Educational Sustainability

Metinal,

Gumusburun Ayalp

2024

Sustainability

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“…Similarly, students typically used the Blackboard platform to access information provided by the instructors and submit assignments. Other advanced features of the Blackboard, such as online quizzes or exams and audio/video lectures, were less frequented by the course instructors and students mainly because of inconvenience, time consumption, and lack of experience (Alatni et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Learned Lessons and New Normal in Education After the Covid-19 Pandemic From Saudi K-12 Teachers’ Perspectives

O Alenezi

2024

JITE:Research

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Aim/Purpose: This study evaluated the e-learning experience of Saudi K-12 teachers during the COVID-19 pandemic. More specifically, it explored their perceptions of e-learning. It also investigated the teaching approaches and strategies, tools for facilitating e-learning, assessment tools, and social media used by teachers for communicating with students in e-learning during the pandemic. Furthermore, it identified the weaknesses of e-learning as perceived by the teachers. Background: The education sector has been severely impacted by the coronavirus disease (COVID-19) epidemic that has spread globally. The lockdown has damaging effects on the educational system as well, notably in Asia. Traditional classroom education has quickly changed to online instruction as a result of the extended closure of schools and institutions. Methodology: The study used a mixed-methods approach involving quantitative and qualitative data collection and analysis in this exploratory study. A cohort of 426 randomly selected K-12 teachers completed an electronic questionnaire in the second semester of the 2021 school year. Contribution: The study revealed successful e-learning experiences during the COVID-19 pandemic in Saudi Arabia. The teachers reported favorable perceptions of e-learning and used teaching approaches and strategies aligned with e-learning. Findings: The results revealed that the teachers’ perceptions of e-learning were positive. However, substantial differences in e-learning perceptions in some variables were found, e.g., experience using the Internet and computer applications. However, no significant differences by sex were found. The results also revealed the teaching approaches and strategies, tools for facilitating e-learning, assessment tools, and social media for communicating with students, which were used more frequently by the teachers in e-learning during the pandemic. Recommendations for Practitioners: The findings of this study would persuade educational institutions and policymakers to improve the quality of online teaching with the most up-to-date teaching methods, along with government support for bettering basic infrastructure and Internet connectivity, bridging the digital divide, and developing rural areas to make e-learning more successful and well-liked throughout the nation. Recommendation for Researchers: This new discovery prompts aspiring researchers to explore teachers’ perceptions of e-learning. Researchers would find this work important because the results revealed successful e-learning experiences during the COVID-19 pandemic in Saudi Arabia. Impact on Society: Because of the impact of e-learning during COVID-19, schools and society should not discard it. This can improve the e-learning experience for both teachers and students. Online-based and classroom-based education modes have advantages, and combining both methods is appropriate to benefit from these advantages. Future Research: Future work will need to be more detailed, including either qualitative or investigations. Further, more research can investigate instructors’ discernments alongside students’ and parents’ insights toward virtual classes.

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“…A.B. Sulaiman 1 presented experiential learning online instruction proposals during COVID-19. Online teaching cultivates students’ self-learning habits 2 .…”

Section: Introductionmentioning

confidence: 99%

ECAPA-TDNN based online discussion activity-level evaluation

Kang,

He,

Song

et al. 2024

Sci Rep

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With the continuous development and application of online interactive activities and network transmission technology, online interactive behaviors such as online discussion meetings and online teaching have become indispensable in people’s studies and work. However, the effectiveness of working with online discussions and feedback from participants on their conference performance has been a major concern, and this is the issue examined in this post. Based on the above issues, this paper designs an online discussion activity-level evaluation system based on voiceprint recognition technology. The application system developed in this project is divided into two parts; the first part is to segment the online discussion audio into multiple independent audio segments by audio segmentation technology and train the voiceprint recognition model to predict the speaker’s identity in each separate audio component. In the second part, we propose a linear normalized online meeting activity-level calculation model based on the modified main indexes by traversing and counting each participant’s speaking frequency and total speaking time as the main indexes for activity-level evaluation. To make the evaluation results more objective, reasonable, and distinguishable, the activity score of each participant is calculated, and each participant’s activity-level in the discussion meeting is derived by combining the fuzzy membership function. To test the system’s performance, we designed an experiment with 25 participants in an online discussion meeting, with two assistants manually recording the discussion and a host moderating the meeting. The results of the experiment showed that the system’s evaluation results matched those recorded by the two assistants. The system can fulfill the task of distinguishing the level of activity of participants in online discussions.

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COVID-19 and Rapid Course Adaptations in Saudi Arabia: An Experiential Learning and Recommendations for Online Education

Cited by 8 publications

References 31 publications

Modeling the Critical Factors Affecting the Success of Online Architectural Education to Enhance Educational Sustainability

Modeling the Critical Factors Affecting the Success of Online Architectural Education to Enhance Educational Sustainability

Learned Lessons and New Normal in Education After the Covid-19 Pandemic From Saudi K-12 Teachers’ Perspectives

ECAPA-TDNN based online discussion activity-level evaluation

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