Jordanian University Students’ Attitudes toward Online Learning during the COVID-19 Pandemic and Lockdowns: Obstacles and Solutions

Abstract

This study aimed to investigate Jordanian university students’ attitudes toward online learning during the COVID-19 pandemic and lockdowns, shed light on the obstacles students encounter in online learning, and suggest possible solutions. A questionnaire designed by the researchers was used to elicit responses from a study sample consisting of 195 students from the Department of English Language and Literature at the University of Jordan – Aqaba. As this is an attitudinal study, the survey questionnaire was designed to elicit student responses on the following domains: gender, seniority level, socioeconomic status, training and orientation for using eLearning platforms, and their attitudes, whether positive or negative, toward online learning. Results of this quantitative research showed that student attitudes toward online learning are generally negative. The majority of the respondents reported that they prefer face-to-face classroom instruction over online learning because it gives them direct contact with the instructors. Furthermore, results revealed statistically significant differences amongst students attributed to their gender, whereas no differences were found with regards to their seniority of study, socioeconomic status, and the eLearning platform they prefer to use. The study concludes by proposing some pedagogical recommendations.

Language for Specific Purposes in the Framework of Criminal Justice and Security

“…Similarly, the results in the Köprülü and Öznacar study (2019) carried out in Turkey regarding the attitudes of university students towards distance learning in foreign language education report statistically significant differences in attitudes along the gender divide, with female students' attitudes towards distance learning being more positive compared to the male students' ones. On the other hand, other studies reported no gender differences in impacting learners' attitudes (Mahfouz & Salam, 2021). Based on the results from our study we cannot entirely reject RH1, which can be accepted merely regarding general attitudes to distance learning.…”

Students’ interest level in English online learning

“…This has made the 60% of the students agree to join English online learning process. However, as learning online is basically quite complicated and adaptation to it needs time, there are obstacles present (Mahyoob, 2020;Mahfouz & Salam, 2021;Lassoued, Alhendawi & Bashitialshaaer, 2020). Many obstacles are obvious during an online learning process, especially in the aspects of needed facilities and internet connection.…”

Continuing Education during COVID-19: Difficulties Faced By the Underprivileged University Students

“…In Pakistan, the digital mode of education was not accepted by the students as a substitution for conventional education amid the coronavirus pandemic (Mahajan, 2020). According to Mahfouz and Salam (2021), most higher education students like the traditional way of education rather than online classes because the conventional mode engages learners directly with mentors whereas in digital education this aspect is much weaker. During COVID-19 the majority of tertiary learners were reluctant to take online classes (Abbasi et al, 2020;Male et al, 2020).…”