Literaturnachweis - Detailanzeige
| Autor/in | Tibi, Moanes H. |
|---|---|
| Titel | Perspectives of Arab Preservice Teachers in Israel on Online Learning during COVID-19 |
| Quelle | In: International Journal of Learning Technology, 18 (2023) 2, S.181-206 (26 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1477-8386 |
| DOI | 10.1504/IJLT.2023.132753 |
| Schlagwörter | Arabs; Preservice Teachers; Student Attitudes; Online Courses; Educational Technology; COVID-19; Pandemics; Barriers; Internet; Energy; Educational Environment; Stress Variables; Foreign Countries; Course Content; Teacher Competencies; Interaction; Academic Achievement; Health; Israel |
| Abstract | The aim of this study was to identify the perspectives of Arab preservice teachers in Israel on various aspects of online learning during the COVID-19 pandemic and determine what they perceived as the major barriers to online learning. The study sample comprised 161 students who were surveyed about their experiences of online learning a year after the onset of the pandemic. The findings indicated that the students' overall learning experience was positive, and they were generally satisfied with their online learning during the pandemic. However, they struggled with slow internet, unscheduled electricity outages, and inconvenient learning environments. The findings also showed that the students suffered from stress and a reduced ability to concentrate. Two-way ANOVAs and follow-up Scheffe's post-hoc tests revealed statistically significant mean differences between the students' perspectives on several aspects of online learning based on their year of study and their study major. (As Provided). |
| Anmerkungen | Inderscience Publishers. World Trade Centre Building II 29 route de Pre-Bois Case Postale 856 CH-1215, Geneva 15, Switzerland. e-mail: editor@inderscience.com; Web site: https://www.inderscience.com/jhome.php?jcode=ijlc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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