Research Article

Campus Off, Education On: UAEU Students’ Satisfaction and Attitudes Towards E-Learning and Virtual Classes During COVID-19 Pandemic

Ehab Malkawi 1, Ali Khaled Bawaneh 2 * , M S Bawa'aneh 3 4
More Detail
1 Department of Physics, United Arab Emirates University, Al Ain, 15551, United Arab Emirates2 Deanship of Academic Development, Imam Abdulrahman Bin Faisal University, P.O. Box 10674, Dammam 31443, Eastern Province, Saudi Arabia3 Curriculum and Assessment Sector, Ministry of Education, United Arab Emirates4 Department of Physics, Yarmouk University, Irbid, 21163, Jordan* Corresponding Author
Contemporary Educational Technology, 13(1), January 2021, ep283, https://doi.org/10.30935/cedtech/8708
OPEN ACCESS   7926 Views   6299 Downloads
Download Full Text (PDF)

ABSTRACT

The study aims at investigating the satisfaction level and attitudes of undergraduate students at United Arab Emirates University towards eLearning and virtual classes in exceptional circumstances of COVID-19 Crisis, in view of five demographic independent variables: students’ gender, educational level, residential location, college, and GPA. The researchers adopted and implemented a questionnaire where its validity and reliability for collecting data have been verified. Mean, standard deviations, and one-way ANOVA tests were conducted. The results indicate that the students’ satisfaction level and attitudes towards eLearning and virtual classes are strong in general with varying degrees between items. The results did not show a significant difference at the level (α = 0.05) for the independent variables: students’ gender, residential location, college, and GPA. However, the results imply that there is a statistically significant difference in students’ satisfaction level and attitudes towards eLearning and virtual classes for the independent variable of educational level. The study concluded with few recommendations; supporting the current efforts of the university to provide all the requirements of education via eLearning and virtual classes such as suitable infrastructure and technical support. Besides, there is a need for a continuous update of the teaching and learning platforms in line with continuous development and training for instructors and students.
Keywords: undergraduate students’ satisfaction, students’ attitudes, eLearning and virtual classes, UAEU, COVID-19

CITATION (APA)

Malkawi, E., Bawaneh, A. K., & Bawa'aneh, M. S. (2021). Campus Off, Education On: UAEU Students’ Satisfaction and Attitudes Towards E-Learning and Virtual Classes During COVID-19 Pandemic. Contemporary Educational Technology, 13(1), ep283. https://doi.org/10.30935/cedtech/8708

REFERENCES

  1. Adresi, Y. (2020). Investigation of Students’ Attitudes Towards Applied Distance Education in the Covid-19 Pandemic Process in Higher Education Institutions: Example of Physiotherapy and Rehabilitation Department. Necmettin Erbakan University Faculty of Health Sciences Journal, 3(1), 1-6.
  2. Ahmed, A., & Osman, M. (2020). The Effectiveness of Using Wiziq Interaction Platform on Students’ Achievement, Motivation, and Attitudes. Turkish Online Journal of Distance Education-TOJDE, 21(1), 19-30. https://doi.org/10.17718/tojde.690112
  3. Al-Kellani and Al-Shraifeen. (2011). Introduction to research in education and social sciences. Third Edition, Dar Al Masirah for Publishing, Distribution, and Printing. Amman, Jordan.
  4. Al-Rashidi, F. (2018). The level of using the reflective practices among secondary school teachers-from their points of view- in the Baredah governorate. Journal of Faculty for Basic Education in Educational and Human Sciences / Babel University, April(38), 284-294.
  5. Al-Shorman, B., & Bawaneh, A. (2018). Attitudes of Faculty Members and Students towards the Use of the Learning Management System in Teaching and Learning. The Turkish Online Journal of Educational Technology, 17(3), 1-15. Retrieved from https://files.eric.ed.gov/fulltext/EJ1184192.pdf
  6. Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/pr/7937
  7. Bawaneh, A. K., Moumene, A. B. H., & Aldalalah, O. (2020). Gauging the Level of Reflective Teaching Practices among Science Teachers. International Journal of Instruction, 13(1), 695-712. https://doi.org/10.29333/iji.2020.13145a
  8. Bawaneh, A., Zain, A. N. M., & Salmiza, S. (2010: A). Radical conceptual change through teaching method based on constructivism theory for eight grade Jordanian students. The Journal of International Social Research, 3(14), 131-147. https://doi.org/10.5539/ies.v3n1p96
  9. Bawaneh, A., Zain, A. N. M., & Salmiza, S. (2010: B). Investigating students’ preferable learning styles based on Herrmann’s whole brain model for the purpose of developing new teaching method in modifying science misconceptions. Educational Research (ISSN: 2141-5161), International Research Journals, 1(9), 363-372.
  10. Bawaneh, A., Zain, A. N. M., Salmiza, S., & Abdul Ghani, K. (2012). The Effect of a Brain-Based Teaching Method on Conceptual Change in Students’ Understanding of Electricity. International Journal of Physics & Chemistry Education, 4(2), 79-96.
  11. Demuyakor, J. (2020). Coronavirus (COVID-19) and Online Learning in Higher Institutions of Education: A Survey of the Perceptions of Ghanaian International Students in China. Online Journal of Communication and Media Technologies, 10(3), e202018. https://doi.org/10.29333/ojcmt/8286
  12. Falloon, G. (2011). Exploring the Virtual Classroom: What Students Need to Know (and Teachers Should Consider). Journal of Online Learning and Teaching, 7(4), 439-451. Retrieved from https://hdl.handle.net/10289/7238
  13. Gay, L. R., & Airasian, P. W. (2003). Educational research: Competencies for analysis and application (7th Ed), Prentice-Hall. USA.
  14. Iyer, P., Aziz, K., & Ojcius, D. M. (2020). Impact of COVID‐19 on dental education in the United States. J Dent Educ., 84, 718-722. https://doi.org/10.1002/jdd.12163
  15. Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary School Mathematics Teachers’ Views on E-learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), em1860. https://doi.org/10.29333/ejmste/8240
  16. Markus, D. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Journal Sinestesia, 10(1), 1-10. Retrieved from https://sinestesia.pustaka.my.id/journal/article/view/24
  17. Molotsi, A. R. (2020). The university staff experience of using a virtual learning environment as a platform for e-learning. Journal of Educational Technology & Online learning, 3(2), 133-151. https://doi.org/10.31681/jetol.690917
  18. Papapicco, C. (2020). Informative Contagion: The Coronavirus (COVID-19) in Italian journalism. Online Journal of Communication and Media Technologies, 10(3), e202014. https://doi.org/10.29333/ojcmt/7938
  19. Pituch, K. A., & Lee, Y.-K. (2006). The influence of system characteristics on e-learning use. Computers & Education, 47, 222-244. https://doi.org/10.1016/j.compedu.2004.10.007
  20. Rienties, B., Giesbers, B., Lygo-Baker, S., Ma, H. W. S., & Rees, R. (2016). Why some teachers easily learn to use a new virtual learning environment: A technology acceptance perspective. Interactive Learning Environments, 24(3), 539-552. DOI: https://doi.org/10.1080/10494820.2014.881394
  21. Schwartz, A. M., Wilson, J. M., Boden, S. D., Moore, T. J., Bradbury, T. L., & Fletcher, N. D. (2020). Managing Resident Workforce and Education During the COVID-19 Pandemic, JBJS Open Access, 5(2), e0045. https://doi.org/10.2106/JBJS.OA.20.00045
  22. Sintema, E. J. (2020). Effect of COVID-19 on the Performance of Grade 12 Students: Implications for STEM Education. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), em1851. https://doi.org/10.29333/ejmste/7893
  23. Teräs, M., Suoranta, J., & Teräs, H. (2020). Curcher M. Post-COVID-19 Education and Education Technology ‘Solutionism’: a Seller’s Market. Postdigital Sci Educ. https://doi.org/10.1007/s42438-020-00164-x
  24. UAEU. (2020). United Arab Emirate University. Retrieved from https://uaeu.ac.ae/ar/
  25. UNESCO. (2020). United Nations Educational, Scientific and Cultural Organization COVID-19 educational disruption and response. Retrieved from https://rb.gy/kkoxzu
  26. Viner, R., Russell, S., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4(5), 397-404. https://doi.org/10.1016/S2352-4642(20)30095-X
  27. Zhou, L., Wu, Sh., Zhou, M., & Li, F. (2020). ‘School’s Out, But Class’ On’, The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control as an Example. Best Evid Chin Edu, 4(2), 501-519. https://doi.org/10.15354/bece.20.ar023