Impacts of Emergency Remote Teaching on College Students Amid COVID-19 in the UAE

El-Sakran, Alaa; Salman, Reem; Alzaatreh, Ayman

doi:10.3390/ijerph19052979

Cited by 19 publications

(19 citation statements)

References 74 publications

(81 reference statements)

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“…Other issues frequently addressed in the literature on ERT and the pandemic include the impacts of ERT on students and teachers (Day et al, 2021;El-Sakran et al, 2022;Jelinska & Paradowski, 2021;Kamal et al, 2021;Purushotham & Swathi, 2020), factors affecting the quality of e-learning in the COVID pandemic (Elumalai et al, 2020;Kawasaki et al, 2021), the relationship between ERT and academic performance (Nazempour et al, 2022;Advanced Education ISNN 2409-3351 (Print) ISNN 2410-8286 (Online) Oraif & Elyas, 2021), online formative assessment (Said Pace, 2020;Zou et al, 2021), interaction in online teaching (Yang & Lin, 2020), ERT and the role of teachers' online community of practice (Ulla & Perales, 2021), ERT and parents' involvement (Safriyani et al, 2022), and teaching practicum of pre-service teachers in DE (Koşar, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Distance Learning as the New Reality in Tertiary Education: A Case Study

Huszti

Csatáry²,

Lechner³

2022

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The year 2020 was a horrible shock for both educators and students worldwide because of the COVID-19 disease. The whole educational process had to undergo cardinal changes in that it was forced to transition from face-to-face to online mode. Distance learning (DL) became the new reality in no time. This unusual situation prompted us to conduct research on what challenges it meant for tutors to cope with the new requirements. The main goal of our case study was to get insights into the altered daily routines of tutors and understand how the system functioned. Another objective of our survey was to provide a brief synthesis of distance learning, based on the academic literature. We have applied the qualitative research design, using a semi-structured interview as a research instrument for collecting data from the respondents. The research sample consisted of thirty-four college tutors teaching language and literature (English, German, Ukrainian, and Hungarian). The participants were requested to reply to eleven questions either online or face-to-face. The results proved how unexpected and difficult it was to move from the classroom to distance education. They emphasized how crucial digital literacy is for both instructors and students. One of the essential implications is that teachers must develop their digital skills in every possible way. The next stage of our research will be to investigate what impact DL has on teachers' and students' physical and psychological well-being.

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Section: Literature Reviewmentioning

confidence: 99%

Distance Learning as the New Reality in Tertiary Education: A Case Study

Huszti

Csatáry²,

Lechner³

2022

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“…Convenience, time effectiveness and improved participation were the most frequently identified positive aspects, while problems with Internet connectivity, access to ICTs, and insufficient levels of university support were the main challenges. In another study of the experiences of UAE university students, El-Sakran et al [23] found that certain groups of students were significantly more likely to experience heightened stress during emergency remote learning including female students.…”

Section: Arab University Students' Experiences Of Emergency Remote Le...mentioning

confidence: 99%

Iraqi University Students’ Emergency Remote Learning Experiences During Covid-19

Numan

Elareshi

Atanasova

2022

Int. J. Interact. Mob. Technol.

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The Covid-19 outbreak spurred the adoption of eLearning in many countries around the world, but relatively little is known about students’ experience on the subject. This study examined university students’ knowledge and experience of face-to-face and emergency remote education in two well-known universities in Iraq. An online survey with random sampling approach was used, and a total of 323 respondents shared their learning experiences, satisfaction, preferences, and challenges using a remote learning system was analysed. The findings indicated that respondents were not able to cope with the remote teaching system in the short term, expressing somehow their negative experience with it overall. Given the instability situation in Iraq is hard to predict the successful outcomes of such system in the long term. Respondents’ preferences were still for a face-to-face education system, thus they highlighted the challenges for eLearning in Iraq, especially those related to improving the facilities e.g., Internet infrastructure and online system.

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“…In December 2020, the impact of teaching online on a total of 588 students from the American University of Sharjah in the United Arab Emirates was analyzed. The psychological sufferings of the students were mainly caused by the quality of the courses, the academic performance, and the preparation for future studies [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Educational, Emotional, and Social Impact of the Emergency State of COVID-19 on Romanian University Students

Gavriluță

Dalban

Ioan

2022

IJERPH

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Background and Objectives: The COVID-19 pandemic has had a global impact at the social, economic, cultural, and political levels. Education is one of the areas that experienced a sudden change during the COVID-19 pandemic that affected both students and teachers worldwide. Thus, the aim of our research was to analyze the educational, emotional, and social impact of the period of the emergency state (16 March 2020–15 May 2020) imposed by the COVID-19 pandemic on Romanian university students. Materials and Methods: We conducted a questionnaire-based survey among Romanian university students at the national level. Results: Our study showed that students accepted online education only as a form of compromise in relation to the epidemiological situation. However, they were affected by the diminished contact with the university and their colleagues and the lack of a regular routine. Emotionally, the participants experienced feelings of loneliness, panic, fear, aggressiveness, and intolerance due to the lack of cultural activities, the struggle with the usual routine, and the restriction of communication and movement. Socially, the relationships with friends and university colleagues were affected; many students returned home to their parents, who supported them during the lockdown. As a general finding, our study describes a social category that felt the full effects of isolation during the emergency state but still managed to cope with the situation by mobilizing a number of specific resources: family, intellectual and cultural concerns, and faith. Conclusions: The emergency state imposed by the COVID-19 pandemic has been a special experience in the lives of Romanian students. Its dramatism was tempered well by an effective support mechanism provided by social ties, intellectual formation, and a certain religiosity. This has produced good resilience among students, but also in the communities they belong to.

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Impacts of Emergency Remote Teaching on College Students Amid COVID-19 in the UAE

Cited by 19 publications

References 74 publications

Distance Learning as the New Reality in Tertiary Education: A Case Study

Distance Learning as the New Reality in Tertiary Education: A Case Study

Iraqi University Students’ Emergency Remote Learning Experiences During Covid-19

Educational, Emotional, and Social Impact of the Emergency State of COVID-19 on Romanian University Students

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