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Open accessJournal ArticleDOI: 10.3390/EDUCSCI11030099

The Impact of COVID-19 on Learning: Investigating EFL Learners’ Engagement in Online Courses in Saudi Arabia

02 Mar 2021-Education Sciences (MDPI AG)-Vol. 11, Iss: 3, pp 99-99
Abstract: As a result of the COVID-19 pandemic, most learning around the world has been transferred online. Learners who previously engaged in traditional learning now face a new challenge, a distinctive rise in e-learning. This drastic change could impact their learning behavior and acceptance of the change. As a result, their learning engagement could be affected massively. The present study therefore explores learners’ level of engagement in online courses using a designated school platform within the context of Saudi Arabia. A reliable measure was implemented in the study based on the Student Course Engagement Questionnaire (SCEQ). A survey was consequently conducted in a high school in Saudi Arabia, with a sample of 379 female English as a foreign language (EFL) learners studying a general English language course. The results revealed a high level of engagement among EFL Saudi learners. This helped to generate recommendations to improve EFL practices, primarily through the use of an online environment either at the national level in the Saudi context or the international level.

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Topics: Teaching method (50%)
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Open accessJournal ArticleDOI: 10.3390/EDUCSCI11090483
31 Aug 2021-Education Sciences
Abstract: The COVID-19 pandemic has caused a drastic shift of face-to-face teaching and learning to remote/online teaching and learning at all levels of education worldwide. Active student engagement is always a challenging task for educators regardless of the teaching modalities. The degree of challenge for active student engagement increases significantly in remote/online teaching and learning. This paper presents a framework that implements activities/strategies to ensure active student engagement in remote/online teaching and learning during this COVID-19 pandemic. The structure of the developed framework combines the balanced use of adjusted teaching pedagogy, educational technologies, and an e-learning management system. Teaching pedagogy involves various active learning techniques, synchronous teaching, asynchronous teaching, and segmentation. The educational technologies, such as Google Meet, Jamboard, Google Chat, Breakout room, Mentimeter, Moodle, electronic writing devices, etc., enable the developed framework for active student engagement. An e-learning management system, Moodle, is used for course management purposes. Over the last three semesters (Fall 2020, Spring 2021, and Summer 2021), the framework is tested for three different engineering courses. A questionnaire draws out student perception on the developed framework in terms of active student engagement that ensures student–student interactions, student–instructor interactions, social presence, reinforces learning and deepens understanding of the materials in remote teaching. The feedback also indicates that combining the utilized technologies, synchronous teaching, and active learning activities in the developed framework is effective for interactive learning; hence a practical approach for active student engagement in remote/online teaching and learning. The article focuses on contributing to present research and infusing future research direction about technology-enhanced active student engagement in Engineering Education.

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3 Citations


Journal ArticleDOI: 10.1016/J.RIDD.2021.104059
Faisl M. Alqraini1, Khalid Alasim1Institutions (1)
Abstract: Background On March 11, 2020, the World Health Organization declared COVID-19 to be a global pandemic. This prompted many countries, including Saudi Arabia, to suspend students’ attendance at schools and to start distance education. This sudden shift in the educational system has affected students’ learning, particularly for d/Deaf and hard-of-hearing (d/Dhh) students, who have unique language and communication needs. Aim This study explores the challenges and support methods for d/Dhh students during their distance education in Saudi Arabia. Methods A qualitative research study using semistructured interviews was conducted with 37 parents of d/Dhh students to answer the research questions. Results Three themes emerged from the parents’ responses: (1) the challenges faced by d/Dhh students in distance education; (2) the specific needs of d/Dhh students in distance education; and (3) the supports provided to d/Dhh students in distance education. Conclusions Distance education is a strategic choice, and parents must be informed about how to use the Madrasati e-learning platform effectively by providing solutions and supports. Additionally, d/Dhh students require various forms of ongoing support from both their families and schools to ensure that they succeed and benefit from their experiences.

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Topics: Distance education (52%)

1 Citations



Open accessJournal ArticleDOI: 10.3390/ELECTRONICS10222846
19 Nov 2021-Electronics
Abstract: Social distancing became a must during the pandemic, which not only had implications for people’s social lives, but also for their learning. Collaborative work was almost impossible, especially in the classroom, despite a great need for this approach. For example, in their translation classes, the learners needed to collaborate with their peers, assisting each other in translating texts. Thus, the use of breakout groups is proposed in this study, although there is no guarantee that learners will accept this online approach. Consequently, the current research looks at learners’ acceptance of breakout groups on Blackboard in a translation class. To examine their acceptance, an existing scale was used, developed by Davis (1989) to measure two factors of technology acceptance: perceived usefulness and ease of use. A sample of 54 students on a Translation course at Al-Imam Mohammed Ibn Saud Islamic University in Riyadh, Saudi Arabia, participated in this study. The results show that the learners found breakout groups on Blackboard to be useful and easy to use.

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Open accessJournal ArticleDOI: 10.3390/SU13137087
24 Jun 2021-Sustainability
Abstract: Online learning is gaining popularity, but users can easily find alternatives and switch between learning platforms. Reducing users switching behavior is a critical condition for the sustainable development of an online learning platform; therefore, it is necessary to investigate the influence factors of users switching behavior between different platforms to retain users and enhance the competitiveness of enterprises. Push-Pull-Mooring (PPM) theory is adopted to construct a structural equation model of customer switching behavior on online learning platforms and to explore the mechanism of user switching behavior between learning platforms. The model is tested with data collected from 313 online learning users. The results show that information overload and dissatisfaction, as push factors, significantly affect user switching behavior. Functional value and network externality as pull factors positively affect user switching behavior, switching cost, and affective commitment as mooring factors negatively correlate with switching behavior. Further, this study also revealed that there are obvious different influencing factors for different online learning platforms. Overall, this study provides some practical strategies for the online learning platform and can help them to gain a competitive advantage.

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Open accessJournal ArticleDOI: 10.1016/J.JARE.2020.03.005
Abstract: The coronavirus disease 19 (COVID-19) is a highly transmittable and pathogenic viral infection caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), which emerged in Wuhan, China and spread around the world. Genomic analysis revealed that SARS-CoV-2 is phylogenetically related to severe acute respiratory syndrome-like (SARS-like) bat viruses, therefore bats could be the possible primary reservoir. The intermediate source of origin and transfer to humans is not known, however, the rapid human to human transfer has been confirmed widely. There is no clinically approved antiviral drug or vaccine available to be used against COVID-19. However, few broad-spectrum antiviral drugs have been evaluated against COVID-19 in clinical trials, resulted in clinical recovery. In the current review, we summarize and comparatively analyze the emergence and pathogenicity of COVID-19 infection and previous human coronaviruses severe acute respiratory syndrome coronavirus (SARS-CoV) and middle east respiratory syndrome coronavirus (MERS-CoV). We also discuss the approaches for developing effective vaccines and therapeutic combinations to cope with this viral outbreak.

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1,749 Citations


Open accessBook
01 Jan 2007-
Abstract: This is a very practical and accessible book that offers a comprehensive overview of research methodology in applied linguistics by describing the various stages of qualitative and quantitative investigations, from collecting the data to reporting the results. It also discusses 'mixed methods research', that is, the various combinations of qualitative and quantitative methodologies.

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Topics: Applied linguistics (62%), Multimethodology (57%)

1,709 Citations


Open accessBook
17 May 1999-
Abstract: PART ONE: INTRODUCTION TO RESEARCH DESIGN The Nature of Enquiry Beginning the Design Process Initial Sources of Invalidity and Confounding Basic Designs Identifying Populations and Samples Additional Sources of Confounding by the Measurement Process and Interactions Refining the Designs PART TWO: MEASUREMENT DESIGN Principles of Measurement and Collecting Factual Data Measuring Attitudes, Opinions and Views Measuring Achievement Evaluating Data Quality Determining Instrument Reliability and Validity PART THREE: TURNING DATA INTO INFORMATION USING STATISTICS Descriptive Statistics Using a Spreadsheet Probability and Statistical Significance Power, Errors and Choosing a PART FOUR: EX POST FACTO, EXPERIMENTAL AND QUASI-EXPERIMENTAL DESIGNS: PARAMETRIC TESTS Comparing Two Groups t-Test One-Way Analysis of Variance Factorial Designs Randomized Block Designs and Analysis of Covariance PART FIVE: NONPARAMETRIC TESTS: NOMINAL AND ORDINAL VARIABLES Nonparametric Tests One and Two Samples Nonparametric Tests Multiple and Related Samples PART SIX: DESCRIBING NON-CAUSAL RELATIONSHIPS Correlation and Association Regression

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Topics: Single-subject research (60%), Nonparametric statistics (58%), Ordinal data (54%) ... show more

919 Citations


Journal ArticleDOI: 10.1037/0022-0663.82.1.22
Abstract: A new conceptualization of perceived control was used to test a process model describing the contribution of these perceptions to school achievement for students in elementary school (N = 220). Three sets of beliefs were distinguished: (a) expectations about whether one can influence success and failure in school (control beliefs); (b) expectations about the strategies that are effective in producing academic outcomes; and (c) expectations about one's own capacities to execute these strategies. Correlational and path analyses were consistent with a process model which predicted that children's perceived control (self-report) influences academic performance (grades and achievement test scores) by promoting or undermining active engagement in learning activities (as reported by teachers) and that teachers positively influence children's perceived control by provision of contingency and involvement (as reported by students). These results have implications for theories of perceived control and also suggest one pathway by which teachers can enhance children's motivation in school. Several decades of research have demonstrated that an important contributor to school performance is an individual's expectations about whether he or she has any control over academic successes and failures. A robust body of empirical findings has been produced using a variety of constructs, such as locus of control, causal attributions, learned helplessness, and self-efficacy. Beginning with the examination of beliefs about whether reinforcements are under internal or external control (Rotter, 1966), empirical evidence has accumulated indicating that children who believe that doing well in school is contingent on their own actions perform better than those who do not (Seligman, 1975). Similarly, children who believe that good grades are caused by internal and controllable causes (like effort; Weiner, 1979), who believe that they can produce the responses that lead to desired outcomes (Bandura, 1977), or who believe that they possess high ability (Harter, 1981; Stipek, 1980) perform better academically. These children score higher on tests of intelligence

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Topics: Academic achievement (56%), Locus of control (54%), Self-efficacy (54%) ... show more

840 Citations


Open accessJournal ArticleDOI: 10.1002/HBE2.191
Wei Bao1Institutions (1)
01 Apr 2020-
Abstract: Starting from the spring of 2020, the outbreak of the COVID-19 caused Chinese universities to close the campuses and forced them to initiate online teaching. This paper focuses on a case of Peking University's online education. Six specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concludes with five high-impact principles for online education: (a) high relevance between online instructional design and student learning, (b) effective delivery on online instructional information, (c) adequate support provided by faculty and teaching assistants to students; (d) high-quality participation to improve the breadth and depth of student's learning, and (e) contingency plan to deal with unexpected incidents of online education platforms.

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Topics: Instructional design (56%), Higher education (55%)

651 Citations