Student Experiences and Perceptions of Emergency Remote Education during the COVID-19 pandemic

  • Azzah Al-Maskari The University of Technology and Applied Sciences-, Ibra, Oman
  • thuraya Al Riyami The University of Technology and Applied Sciences-, Ibra, Oman
  • Siraj kunjumuhammed Modern College of Business and Science, Muscat, Oman
Keywords: online higher education, Emergency Remote Education, COVID-19

Abstract

This study reports students' perceptions of Emergency Remote Education (ERE) during Spring 2020 in Higher Education Institutions (HEIs) in the Sultanate of Oman. Online classes replaced face-to-face teaching in the middle of March 2020. Eleven thousand one hundred eighty-one students from different HEIs in the Sultanate of Oman participated in a national online questionnaire in July 2020. Students reported the availability of adequate infrastructure as a significant issue during ERE. Fewer than half (46%) participants owned laptops, while others shared laptops with other family members. Most students utilized mobile data; less than a quarter used Wi-Fi at home. Recorded PowerPoint lectures and live lectures were the most common teaching approaches. Students reported that faculties' use of YouTube videos and recording practical aspects in a laboratory/workshop setting deliver practical parts of the course. In this research, Humanities students have reported a positive experience with ERE; however, Engineering students were least satisfied with ERE. Moreover, students rated their perception of ERE as moderate in different areas (e.g., suitability of the online assessment, interactions between faculty and students, skills and knowledge gained, and quality of education). We recommend that government and HEI implement strategies, such as providing laptops and expanding Wi-Fi coverage, to address the challenges listed in the research. As online teaching is expected to continue, such measures are required to implement online classes effectively.

References

Czerniewicz, L., Trotter, H., & Haupt, G. (2020). Online teaching in response to student protests and campus shutdowns: academics’ perspectives. International Journal of Educational Technology in Higher Education, 16(1), 1-22.

Symonds, Q. (2020). How universities are addressing the coronavirus crisis and moving forward. Retrieved August, 16, 2020.

UNESCO IESALC. (2020). COVID-19 and higher education: Today and tomorrow. Impact analysis, policy responses and recommendations. Retrieved from http://www.iesalc.unesco.org/en/wp-content/uploads/2020/04/COVID-19-EN-090420-2.pdf

Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306.‏

Hodges, C. B., Moore, S. L., Lockee, B. B., & Bond, M. A. (2020). Instructional Design for Emergency Remote Teaching (ERT)-Job Aid.

Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3), 1-11.

Khan, B. H. (2006). Flexible Learning in an Information Society: Hershey PA17033.

Mayadas, F. (1997). Asynchronous learning networks: A Sloan Foundation perspective. Journal of Asynchronous Learning Networks, 1(1), 1-16.

Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438.

Mahdy, M. A. (2020). The impact of COVID-19 pandemic on the academic performance of veterinary medical students. Frontiers in veterinary science, 7, 732.

Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., ... & Chouhan, P. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and Youth Services Review, 116, 105194.

Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012.

Almuraqab, N. A. S. (2020). Shall universities at the UAE continue distance learning after the COVID-19 pandemic? Revealing students’ perspective. Social Science Research Network.

Abu Shekhadim, Awad, Khalilah & et al. (2020). The effectiveness of e-learning in light of the spread of the Corona virus from the viewpoint of teachers at the University Palestine Tech (Khadouri). Arab Journal for Scientific Publishing (AJSP), 21, 365-389.

Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher education studies, 10(3), 16-25.

Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus, 12(4).

The Quality Assurance Agency for Higher Education. (2020). COVID-19: Initial Guidance for Higher Education Providers on Standards and Quality, Retrieved from https://www.qaa.ac.uk/docs/qaa/guidance/covid-19-initial-guidance-for-providers.pdf.

Sălceanu, C. (2020). Higher education challenges during Covid-19 pandemic. A case study. Revista Universitară de Sociologie, 16(1), 104-114.

Campbell, A., McNamara, O., & Gilroy, P. (2003). Practitioner research and professional development in education. Sage.

Punch, K. F. (2013). Introduction to social research: Quantitative and qualitative approaches. sage.

Sangoseni, O., Hellman, M., & Hill, C. (2013). Development and validation of a questionnaire to assess the effect of online learning on behaviors, attitudes, and clinical practices of physical therapists in the United States regarding evidenced-based clinical practice. Internet Journal of Allied Health Sciences and Practice, 11(2), 7.‏

Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5, pp. 481-498). Boston, MA: Pearson.

Terno, D. R., Vallone, G., Vedovato, F., & Villoresi, P. (2020). Large-scale optical interferometry in general spacetimes. Physical Review D, 101(10), 104052.‏

Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University, 1-54.

Amita (2020). E-learning experience of students in higher education institutions during the Covid-19 pandemic: A primary survey. In Raj Pal Singh, Anupama Singh and Rakesh Kumar, COVID-19 Pandemic: A Global Challenge (pp. 115–131), ISBN 978-93-86695-28-4. New Delhi: Aryan Publications

Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alqahtani, R. H. A. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in society, 63, 101317.

Alharbi, M. (2020). The economic effect of coronavirus (COVID-19) on higher education in jordan: An analytical survey. International Journal of Economics & Business Administration (IJEBA), 8(2), 521-532.

Sobaih, A. E. E., Hasanein, A. M., & Abu Elnasr, A. E. (2020). Responses to COVID-19 in higher education: Social media usage for sustaining formal academic communication in developing countries. Sustainability, 12(16), 6520.

Papadima-Sophocleous, S., & Loizides, F. (2016). Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning. CALL communities and culture–short papers from EUROCALL, 363-368.

Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and Learning at a Distance: Foundations of Distance Education 7th Edition.

Raffaeli, R., Cicconi, P., & Mandorli, F. (2019, June). A comparative assessment of learning outcomes in online vs traditional teaching of engineering drawing. In International Workshop on Higher Education Learning Methodologies and Technologies Online (pp. 149-162). Springer, Cham.

Kaya, B. Y., Kaya, G., & Dağdeviren, M. (2014). A sample application of web based examination system for distance and formal education. Procedia-Social and Behavioral Sciences, 141, 1357-1362.

Khalil, R., Mansour, A. E., Fadda, W. A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., ... & Al-Wutayd, O. (2020). The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC medical education, 20(1), 1-10.

Bączek, M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon, B. (2021). Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students. Medicine, 100(7).

Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University, 1-54.

Means, B., & Neisler, J. (2020). Suddenly online: a national survey of undergraduates during the COVID-19 pandemic. Digital Promise.

Published
2022-04-10
Section
Articles