Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students

Refae, Ghaleb A. El; Kaba, Abdoulaye; Eletter, Shorouq

doi:10.1108/itse-08-2020-0128

Cited by 53 publications

(32 citation statements)

References 40 publications

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“…One way to circumvent this challenge is to draw upon an existing conceptual framework related to the problem and use it to inform the design of the instrument (e.g. Hattingh et al 2020;Jeffery and Bauer 2020;Refae, Kaba, and Eletter 2021). Another is to use or adapt an existing instrument (e.g.…”

Section: Introductionmentioning

confidence: 99%

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

Wärfvinge

Lofgreen

Andersson

et al. 2021

European Journal of Engineering Education

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The COVID-19 pandemic caused a global disruption to higher education, especially in engineering education, where many teaching and learning activities are difficult or impossible to conduct online. This study examines the changes in the students' experiences of this disruption using a 26-item process-oriented course experience questionnaire (CEQ) that was already in use in the Faculty of Engineering at Lund University (LTH), rather than a newly created pandemic questionnaire. This allowed results from spring 2020 to be compared with corresponding data for 2017-2019. Overall, the students expressed lower satisfaction with their courses, indicated they received less feedback and fewer valuable comments, and found it harder to understand the expectations and standards of work. On the positive side, students reported that assessment was less about facts and more about in-depth understanding. By gender, male students were overall more negative to the experience of online learning, whereas female students appeared better able to benefit from the shift to online learning. Our results show the great advantage of using a robust course evaluation system that focuses on students' learning experience rather than satisfaction, and suggest a way of being prepared to systematically study the effects of possible future disruptions to higher education.

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Section: Introductionmentioning

confidence: 99%

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

Wärfvinge

Lofgreen

Andersson

et al. 2021

European Journal of Engineering Education

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show abstract

“…Distance learning technologies include: case technologies; TV technologies; network technologies. The means of distance education are technical (computers, global and local networks) and software (relational databases, computer training programs, computer electronic textbooks, knowledge test control programs) (El Refae et al, 2021).…”

Section: The Essence Of Distance Education Of Future Managers Of Physical Culture and Sports Under The Influence Of Post-pandemic Consequmentioning

confidence: 99%

Distance Work with the Preparation of Future Managers of Physical Culture in the Conditions of a Post-Pandemic Society

Kryshtanovych

Horoshko

Pasko

et al. 2021

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Due to the spread of the Covid-19 virus, all countries began to introduce quarantine measures, which led to the closure of all higher education institution indefinitely. They were forced to switch to a distance learning process in a short time. The readiness for this process was different, purely technical problems arose - the lack of the Internet, computers, educational materials on the network. And most importantly, the teachers are not ready for distance learning. The IT industry was the first to respond to the needs of teachers and students in physical culture and sports: the power of channels was increased, a large number of services and tools for teaching appeared. For video conferencing, the ZOOM tool turned out to be very popular, a large number of blogs with training recommendations were published on social networks, distance courses were held on the development of training resources and the organization of training. After the weakening of quarantine in the world, it became clear that humanity has entered a new stage of development, where distance learning will play a big role. Therefore, it is important to analyze the results of the distance learning process and determine the priority ways of developing online education in training future managers of physical culture and sports. The article is devoted to the problems of using distance work in the training of future managers of physical culture and sports.

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“…Teaching Mathematics via online was very challenging as students are accustomed to the method of F2F learning since early education (El Refae et al, 2021;Nugroho et al, 2021). It found that students were commonly less proficient in spelling and mathematical calculations skills compared to reading skills (Kuhfeld et al, 2020;Pavlovic et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…(Chukwuemeka et al, 2021;Okoye et al, 2021). Besides, students must had additional efforts such as watching online lectures on YouTube or purchase optional remote learning sources such as question banks (El Refae et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Study on Factors that Contribute towards Open Distance Learning Contentment in Mathematics among UiTM Tapah Students: Exploratory Factor Analysis

Azhar¹,

Jamian²,

Hamzah³

et al. 2021

IJARBSS

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The number of positive cases raised over 553 cases on the 16th March 2020. Thus, the Prime Minister of Malaysia announced a Movement Control Order (MCO) starting from 18th March to 31st March 2020. After two weeks, the teaching and learning (TnL) process implemented with a new learning policy at home through online learning and UiTM started Open Distance Learning (ODL) on 12th April 2020 in order to complete the courses in the given period. There are lack of universities practicing with ODL before including UiTM Tapah. Teaching Mathematics via online was very challenging as students are accustomed to the method of Face to Face (F2F) learning since early education. In addition, students were commonly less proficient in spelling and mathematical calculations compared to reading skills. The educators must understand students' background and identify the factors which may affect the learning process. Therefore, this study intends to identify the factors that contribute on students' contentment towards ODL during COVID-19 pandemic. A set of questionnaire constructed using Google form consists of Personal Information (5 items) and ODL information (32 items) sections. Then, the Google form link is shared via Whatsapp and Telegram application. A sample of 336 students who experienced learning Mathematics course through ODL from various faculties in UiTM Tapah were responded to the questionnaire. This study applied convenience sampling method. This study executed Descriptive Analysis and Exploratory Factor Analysis (EFA). It found that there are five factors that contribute towards ODL Contentment in Mathematics among UiTM Tapah students which were Online Learning Readiness, Self-Directed Learning, Technologies, Internet, and Tools, Skills and Acceptance and Motivation for Learning.

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Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students

Cited by 53 publications

References 40 publications

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

Distance Work with the Preparation of Future Managers of Physical Culture in the Conditions of a Post-Pandemic Society

Study on Factors that Contribute towards Open Distance Learning Contentment in Mathematics among UiTM Tapah Students: Exploratory Factor Analysis

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