Covidian education: An enquiry into Arab culture

Lily, Abdulrahman Essa Al; Alhazmi, Ahmed Ali; Abunasser, Fathi; Buarki, Hanadi; Gomaa, Aliaa Adel Shams Eldin; Hanandeh, Anas Mohammad Al; Elayyan, Shaher Rebhi; Alghamdi, Ayed Mohammed; Almufeez, Khawla Abdullah; Aldoghmi, Maha Affat; Mohsen, Nouf Abdulaziz Al; Shahpo, Samia; Ben-Motreb, Khaled Saad; Al-Abdullatif, Ahlam Mohammed; Bukhamseen, Amani Mohammed; Aldoughan, Eman Abdulaziz; Almustafa, Sarah; Alsubaie, Merfat Ayesh; Alqhtani, Munira Hshbel; Alsaeed, Maha Saad; Aladsani, Hibah Khalid; Amira, Mostafa Samy; Almotreb, Lena Khaled; Elsayed, Ahmed R.; Ismaeel, Weaam Mohamed; Hasan, Sumaia Attia Al

doi:10.1016/j.techsoc.2021.101673

Cited by 11 publications

(16 citation statements)

References 10 publications

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“…One of the interesting findings in this study was the social challenge represented by the reticence of women’s voices in Arab culture, which may have a role in limited the ability of some female teachers to communicate effectively with their students via the online education system. This finding is in agreement with other studies that indicated that female fears of vocally participating in direct virtual classrooms were probably due to sensitivities of their social culture and the image and voice of women in Arab cultures ( Al Lily et al, 2020 ; Al Lily et al, 2021 ).…”

Section: Discussion and Recommendationssupporting

confidence: 93%

Distance education and the social literacy of elementary school students during the Covid-19 pandemic

Alsubaie

2022

Heliyon

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Section: Discussion and Recommendationssupporting

confidence: 93%

Distance education and the social literacy of elementary school students during the Covid-19 pandemic

Alsubaie

2022

Heliyon

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“…This concern is especially connected to cultural background, as these breadwinners are Saudi Muslims who embrace religious traditions and cultural customs that require women to cover their bodies in front of unrelated men. Therefore, their exposure online, even if by accident, may lead to severe problems among their larger family and in society at large (Al Lily et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…For instance, distance learning during the Covid-19 pandemic, maintained children's learning while safely sheltering them at home (Bubb & Jones, 2020;Garbe et al, 2020;O'Keefe et al, 2020). Another opportunity is that distance learning requires limited movement, consequently, offers learning advantages to those who cannot attend traditional schools, such as disabled students or those who need to travel frequently (Al Lily et al, 2021).…”

Section: The Advantages Of Distance Learning During Covid-19mentioning

confidence: 99%

“…Parents are mainly responsible for supporting their children's engagement in distance learning because they are the only ones who can physically sit with their children during the pandemic (Misirli & Ergulec, 2021). Overwhelmingly, mothers are responsible for the care and home-schooling of their children (Al Lily et al, 2021).…”

Section: The Drawbacks Of Distance Learning During Covid-19mentioning

confidence: 99%

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The perceptions of female breadwinner parents regarding their children’s distance learning during the Covid-19 pandemic

Aladsani

2021

Educ Inf Technol

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Covid-19 has affected the everyday educational lives of students, teachers, administrators, and parents. Parents who are living in low-income and disadvantaged communities are probably more likely than others to have been affected by the pandemic in relation to their children’s distance learning. This study focused on the perceptions, predictions, and suggestions of female breadwinner parents from low-income families regarding their children’s distance learning. Data were collected from 12 mothers who participated in a three-stage focus group study. The data from the focus group discussions were thematically analyzed into three categories: (1) financial issues, (2) social and cultural issues, and (3) educational issues. Additionally, the findings presented the breadwinners’ general and technological reasons for their predictions for enhancing education in the future if schools return to face-to-face learning or pursue a blended learning approach. The breadwinners suggested three approaches to teaching and learning for the following academic year. The findings of this study may be useful in the development of educational policies and training programs to provide essential social and technological support to low-income families to address their needs in the online learning environment and to improve digital equity for low-income families who are likely to be educationally disadvantaged.

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“…The data utilized in this article comes from a multisite collaborative effort to understand the educational experience of different groups in various Arab countries during the Covid‐19 pandemic and has been profusely described previously (Al Lily et al, 2021 ). The sampling methodology followed a maximum variation sampling to include normal education, special education, adult education, prisoner education, nonformal education, and international education.…”

Section: Methodsmentioning

confidence: 99%

“The pandemic of distance learning”: How Arab high school students see online‐learning during Covid‐19

Alhazmi

2022

Psychology in the Schools

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Emergency transition to online due to the coronavirus disease 2019 (Covid‐19) pandemic has created unprecedented challenges in schooling. There is a dearth of information on the perception of Arab high school students and parents regarding the negative effects of online learning during Covid‐19. Qualitative analysis of data from a multisite ethnographic‐centered study collected in nine Arab countries. Data presented are only the ones recorded from students and parents. Raw data were abstracted using a mind‐mapping software and coded using words. The perceived negative effects of students and parents on several aspects of the transition to online learning such as the needed technical adjustments, impact on parents, perceptions of learning online versus face to face, pedagogical drawbacks, and psychological effects are described and discussed in light of results of previous studies. In spite of cultural differences, Arab high school students and parents face the same challenges and difficulties reported in other parts of the world. The overarching theme that emerges both for parents and children is the perceived superiority of face‐to‐face learning in the structured environment of the school for a more holistic learning and socialization experience of students and for better long‐term outcomes.

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Covidian education: An enquiry into Arab culture

Cited by 11 publications

References 10 publications

Distance education and the social literacy of elementary school students during the Covid-19 pandemic

Distance education and the social literacy of elementary school students during the Covid-19 pandemic

The perceptions of female breadwinner parents regarding their children’s distance learning during the Covid-19 pandemic

“The pandemic of distance learning”: How Arab high school students see online‐learning during Covid‐19

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