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Journal ArticleDOI

Digitalization of learning in Saudi Arabia during the COVID-19 outbreak: A survey

TL;DR: In this paper, the authors reviewed the most common technologies used in the delivery of learning materials, with the experience of most infected countries being considered, and considered major challenges in online learning are discussed in this study.
About: This article is published in Informatics in Medicine Unlocked.The article was published on 2021-01-01 and is currently open access. It has received 13 citations till now. The article focuses on the topics: Learning Management & Distance education.
Citations
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Journal ArticleDOI
TL;DR: In this paper , the authors present a systematic literature review on digital learning through PRISMA methodology, based on a literature search and field research aimed to analyze the significant predictors related to the digital learning experience on the likelihood of choosing to "keep" the online format in the next academic year.
Abstract: The year 2020, due to the pandemic, was a milestone in the history of digital technology in the education sector, allowing a sustainable education although the world was facing a pandemic crisis without precedents. Therefore, in a few days occur a transformation from traditional classroom teaching to online teaching and consequently forced to use digital learning. Nevertheless, more researches are needed to know how was this experience and if there is the intention to maintain the online format. The main goal of this article is to study how digital learning can be an educational format focused on sustainable education. This paper presents a systematic literature review on digital learning through PRISMA methodology, based on a literature search and field research aimed to analyze the significant predictors related to the digital learning experience on the likelihood of choosing to “keep” the online format in the next academic year. An online survey was conducted with 173 university students. The results obtained showed that the significant predictors were factor 1-”Characteristics of online classes; factor 2-”Support from the School and Professors; factor 3-”Online classes vs. face-to-face classes” and gender. The probability of choosing to keep online classes increases exponentially with the characteristics of online classes, with Support from school and teachers; Online classes vs. Face-to-face classes, and keeping factors 1, 2, and 3 constant the probability if a man chooses the online format compared to a woman is higher. This online format thus acquires central importance in the contemporary sustainability debate. The kind of life, education, and society we will have in the future will depend on the quality, depth, and extent of the learning processes we can create and exercise individually and socially. Education, and educators in particular, who concentrate on the tasks of designing and implementing social teaching and learning models, have a unique responsibility in this process. Although the reduced sample size the present work can provide strategic information for university staff, contributing to designing and implementation a sustainable education.

20 citations

Journal ArticleDOI
TL;DR: In this paper , a cross-sectional online survey was conducted among students, from 30 August to 30 September 2020, of 7 disciplines in all 16 higher colleges of technology in the United Arab Emirates (UAE).
Abstract: The rapid shift to online education due to COVID-19 quarantine challenged students' ability to accept pure online learning without negative consequences for their physical, emotional and mental health. Some educational institutions introduced new strategies to reduce the psychosocial burden associated with online learning during home confinement. Thus, the primary aims were to determine the consequences of COVID-19 for the psychological well-being and fatigue levels of higher education students and to explore the effects of a new academic assessment approach in reducing home confinement stress.A cross-sectional online survey was conducted among students, from 30 August to 30 September 2020, of 7 disciplines in all 16 higher colleges of technology in the United Arab Emirates (UAE). The Mental Well-being and Learning Behaviours Scale and the modified Copenhagen Burnout Inventory were used to evaluate students' psychological well-being and fatigue levels. A Welch t-test and Welch ANOVA were performed to determine the differences in perceived psychological well-being associated with students' characteristics. Second, Kruskal_Wallis and Mann_Whitney were performed to determine the differences in fatigue level based on students' characteristics.One thousand four hundred students participated. The majority were female (78.5%) and aged from 21-25 years (58.1%). Around 14% of respondents were married with children. Nearly 40% were satisfied with the new assessment approach introduced during the COVID pandemic and 45.5% perceived it as having reduced their home confinement stress. The mean psychological distress score of 3.00 (SD ± 0.71) indicates a moderate impact of COVID-19 on psychological well-being. Students' psychological distress was positively correlated with fatigue level (0.256, p < 0.001) and negatively correlated with the perceived impact of the new assessment approach on student lifestyle (- 0.133, p < 0.001), physical health (- 0.149, p < 0.001) and coping with stress (- 0.125, p < 0.001). Male students experienced significantly lower fatigue and better psychological well-being than female students.The study reveals that new assessment approaches which emerged during home confinement reduced students' perception of stress and of impaired lifestyle. However, students still had a considerable burden of psychological distress, requiring further preventive measures to maintain their psychological well-being during future outbreak events. Educational institutions should consider additional strategies to improve students' preparedness for online teaching, which could help maintain their psychological well-being.

18 citations

Journal ArticleDOI
TL;DR: In this article , the authors investigated the factors impacting teachers' intentions to use (and their usage of) the "I Read Arabic" (IRA) digital platform for teaching literacy and found that hedonic motivation, habit, effort expectancy, performance expectancy, and price value were significant predictors of teachers' behavioural intention to use the IRA digital platform.
Abstract: Mobile learning and its influence on improving learning outcomes are among the recent trends in education. This study investigates the factors impacting teachers’ intentions to use (and their usage of) the ‘I Read Arabic’ (IRA) digital platform for teaching literacy. By utilising the unified theory of acceptance and use of technology (UTAUT2) model, seven factors were explored in terms of their predictions of behavioural intention and actual use of the IRA digital platform. A determined sample size of 285 Arabic teachers teaching grades K–6 in Saudi Arabia participated in this study. A mixed-method approach, using a survey questionnaire and semi-structured interviews, was conducted to collect data. Structural equation modelling and thematic analysis were used to analyse the data. The quantitative results indicated that hedonic motivation, habit, effort expectancy, performance expectancy, and price value were significant predictors of teachers’ behavioural intention to use the IRA digital platform for teaching literacy. Teachers’ usage of the IRA digital platform was shown to be significantly influenced by behavioural intention and facilitating conditions. The qualitative results yielded two main themes: the advantages and challenges of using the IRA digital platform. Several useful implications are suggested for teachers, school leaders, and education policy makers to sustain digital learning in Saudi Arabia’s post-pandemic educational system.

7 citations

Proceedings ArticleDOI
16 Aug 2021
TL;DR: In this paper, a study aimed at exploring and comparing the utilization of these two applications, along with the problems they arose, and solution strategies for solving them in the lecturing process.
Abstract: The process of teaching-learning at all education levels, including at universities has changed due to the COVID-19 pandemic. The lecturing process tends to be conducted online. Many application programs are utilized, including Zoom Meetings and Google Meet. The use of these two application systems brings great benefits, but on the other hand, it also caused problems are faced by the students. Therefore, this study aimed at exploring and comparing the utilization of these two applications, along with the problems they arose, and solution strategies for solving them in the lecturing process. This study employs survey research. A total of 82 students were taken as a sample. A random sampling technique was used for taking them. In collecting data, questionnaires and documentation were used. To analyze the data used t-test, analysis of variance, descriptive statistical analysis, and qualitative analysis. The results showed that the students used Google Meet and Zoom Meetings a lot in the learning process. There are significant differences in the utilization of Google Meet and Zoom Meetings in the learning process. They use it a lot to take part in lecturing activities, doing assignments, conducting discussions, finding sources of the material, providing feedback, and carrying out learning and teaching evaluations. The most problems faced by the students are signal problems and internet quotas. The solution strategies used to solve the problems are increasing internet capacity, improving ICT mastery, communicating with lecturers and university leaders.

6 citations

Journal ArticleDOI
01 Feb 2023-Heliyon
TL;DR: In this paper , the authors evaluated the usefulness of task-technology fit (TTF) with the information system success model (ISSM) in perceiving students' adoption of e-learning with the goal of encouraging them to adopt elearning in the context of higher education.

4 citations

References
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Journal ArticleDOI
TL;DR: In this article, the authors pointed out that educational institutions (schools, colleges, and universities) in India are currently based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lect...
Abstract: Educational institutions (schools, colleges, and universities) in India are currently based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lect...

2,312 citations

Journal ArticleDOI
01 Apr 2020
TL;DR: The Coronavirus 2019 (COVID-19) pandemic has created significant challenges for the global higher education community as mentioned in this paper, and the responses by higher education providers have been diverse from having no response through to social isolation strategies on campus and rapid curriculum redevelopment for fully online offerings.
Abstract: The Coronavirus 2019 (COVID-19) pandemic has created significant challenges for the global higher education community. Through a desktop analysis leveraging university and government sources where possible, we provide a timely map of the intra-period higher education responses to COVID-19 across 20 countries. We found that the responses by higher education providers have been diverse from having no response through to social isolation strategies on campus and rapid curriculum redevelopment for fully online offerings. We provide in our discussion a typology of the types of responses currently undertaken and assess the agility of higher education in preparing for the pandemic. We believe there are significant opportunities to learn from the pedagogical developments of other universities, in order to strengthen our collective response to COVID-19 now and into the future.

1,077 citations

Journal ArticleDOI
01 Jan 2020
TL;DR: In this article, a study of online teaching learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations is presented, where the authors employ both quantitative and qualitative approach to study the perceptions of teachers and students on online teachinglearning modes and also highlighted the implementation process of online learning modes.
Abstract: The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system.

1,002 citations

Journal ArticleDOI
07 Jul 2020
TL;DR: In this paper, the Covid-19 pandemic has raised significant challenges for the higher education community worldwide and a particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online.
Abstract: The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.

986 citations

Journal ArticleDOI
TL;DR: The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity as discussed by the authors, this pandemic has successfully forced global shutdown of several activities.
Abstract: The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, incl...

944 citations