Abed Mohaned G, Abdulbaqi Reem F, Shackelford Todd K
Department of Special Education, Faculty of Educational Graduate Studies, King Abdulaziz University, Jeddah 21589, Saudi Arabia.
Department of Sociology and Social Work, Faculty of Arts and Humanities, King Abdulaziz University, Jeddah 21589, Saudi Arabia.
Children (Basel). 2022 Aug 4;9(8):1170. doi: 10.3390/children9081170.
At a time when pandemics such as the novel coronavirus (COVID-19) spread rapidly, the deployment of online education is essential. However, to successfully leverage online education in such times, it is important to investigate learners' motivations and beliefs about online education and associated barriers as well as the role of religious and social values. To investigate these motivations and beliefs, this study included semi-structured interviews with 10 female undergraduate students. These interviews explored the perceptions of students with regard to their engagement with online learning and assessment amid the COVID-19 pandemic in Saudi Arabia's higher education system. The findings indicate that the challenges linked to the sudden shift in learning mode and changes in assessment techniques impacted students' engagement with learning and assessment. The findings also indicate that personal challenges decreased the willingness of students to learn online, but that their beliefs about learning online were improved by the quality of online learning. The study identified that one of the most important elements of improving beliefs about online learning is open communication between students and instructors, as this contributes to shared understanding and acceptance. The results are presented and discussed in connection with current literature, research implications, and future directions.
在新型冠状病毒（COVID-19）等大流行病迅速传播的时期，在线教育的部署至关重要。然而，要在这种情况下成功利用在线教育，重要的是调查学习者对在线教育的动机和信念、相关障碍以及宗教和社会价值观的作用。为了调查这些动机和信念，本研究对10名本科女生进行了半结构化访谈。这些访谈探讨了沙特阿拉伯高等教育系统中，学生在COVID-19大流行期间对参与在线学习和评估的看法。研究结果表明，与学习模式的突然转变和评估技术的变化相关的挑战，影响了学生对学习和评估的参与度。研究结果还表明，个人挑战降低了学生在线学习的意愿，但在线学习的质量提高了他们对在线学习的信念。该研究确定，提高对在线学习信念的最重要因素之一是学生与教师之间的开放沟通，因为这有助于达成共同的理解和接受。研究结果结合当前文献、研究意义和未来方向进行了展示和讨论。
