Distance Education in Higher Education in Saudi Arabia in the Post-COVID-19 Era

Autor/inn/en	Alghamdi, Amani K. H.; El-Hassan, Wai Si; Al-Ahdal, Arif A. M. H.; Hassan, Ahmed A.
Titel	Distance Education in Higher Education in Saudi Arabia in the Post-COVID-19 Era
Quelle	In: World Journal on Educational Technology: Current Issues, 13 (2021) 3, S.485-501 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alghamdi, Amani K. H.) ORCID (El-Hassan, Wai Si) ORCID (Al-Ahdal, Arif A. M. H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-0348
Schlagwörter	Foreign Countries; Distance Education; Higher Education; COVID-19; Pandemics; School Closing; Technology Uses in Education; Graduate Students; Pedagogical Content Knowledge; Technological Literacy; Teaching Skills; Student Evaluation; Blended Learning; Student Experience; Social Influences; Cultural Influences; Religion; Barriers; Economic Factors; Access to Education; Soft Skills; Student Attitudes; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; School closings; Schule; Schließung; Schließung (von Schulen); Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Pädagogische Kompetenz; Technisches Wissen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Schulnote; Studentische Bewertung; Studienerfahrung; Sozialer Einfluss; Cultural influence; Kultureinfluss; Ökonomischer Faktor; Education; Access; Bildung; Zugang; Bildungszugang; Schülerverhalten; Saudi-Arabien
Abstract	COVID-19 has changed the field of education. This paper aimed to re-envision the post-pandemic higher education landscape in Saudi Arabia. This study employed descriptive-qualitative research design. Twenty postgraduates completed a journal task at a public university in the Eastern Province of Saudi Arabia. The responses revealed their first-hand experience of multi-sectorial communities caused by the COVID-19 lockdown, including students, parents and teachers. Results showed that there are seven positive and eight negative impacts of emergency distance education caused by the pandemic lockdown and various themes have emerged, including Social and Educational. To succeed in the post-pandemic era, teachers need to acquire online pedagogical content knowledge and teaching strategies, conduct effective student evaluation and engage students in both virtual and in-person labs and classrooms. This study contributes to quality access of students toward online learning in countries, where distance education is still in its infant stage, such as Saudi Arabia. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: wjet.editor@gmail.com; Web site: https://www.un-pub.eu/ojs/index.php/wjet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01