Arab World English Journal (AWEJ) Special Issue on CALL Number 7. July 2021                       Pp.359-376
DOI: https://dx.doi.org/10.24093/awej/call7.25

Full Paper PDF

 Effect of COVID-19 on Education in Saudi Arabia and E-Learning Strategies 

 Dalal Bahanshal
King Abdulaziz University, Jeddah- Saudi Arabia

  Intakhab Alam Khan
King Abdulaziz University, Jeddah- Saudi Arabia
Corresponding author: ikhan1@kau.edu.sa

 

Received: 4/18/2021        Accepted: 7/2/2021          published: 7/26/2021

 Abstract:
The overall purpose of this paper is to explore the adverse effect of COVID-19 on the learning environment in the kingdom of Saudi Arabia (KSA). Considering that the impact of the coronavirus on education was abrupt, there was no contingency plan to mitigate the effect other than to shift to remote learning. The research addresses the question whether online/distance learning classes were effective. To deal with the research questions, the authors elicited teachers’ and students’ perceptions of regarding the challenges they faced amidst COVID-19 in learning via virtual mode- the only alternative e-learning strategy available at the time of social distancing. Hence it is important to mention that King Abdulaziz University (KAU) has been using e-learning/blended learning for more than a decade under the umbrella of the deanship of distance learning of KAU, however, in a different scenario. Data was collected from teachers and students through two questionnaires (adapted). The results reported that the majority of the participants had positive attitudes towards E-learning. It was also found that students were prepared to shift to online mode to avoid any academic loss.
Keywords: COVID-19, E-learning strategies, distance learning, Saudi Arabia’s education, perception, social distancing

Cite as: Bahanshal , D., &  Khan, I. A.(2021). Effect of COVID-19 on Education in Saudi Arabia and E-Learning Strategies
Arab World English Journal (AWEJ) Special Issue on CALL (7). 359-376.
DOI: https://dx.doi.org/10.24093/awej/call7.25

References

Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in lightof COVID-19 Pandemic. Higher Education Studies, 10(3), 16-25.DOI:10.5539/hes.v10n3p16

Blankenship, T. (2017). The Effects of Computer-Supported Collaborative Learning on Writing Performance, Metacognition, and Experience of Students with Writing Difficulties. The University of Oklahoma. Retrieved from:https://shareok.org/handle/11244/54306

Wang, C., Cheng, Z., Yue, X-G, McAleer, M. (2020). Risk Management of COVID-19 by Universities in China. Journal of Risk and Financial Management. 13(2):36. https://doi.org/10.3390/jrfm13020036

Habibu, T., Al-Mamun, Md., & Clement, CH. (2012). Difficulties Faced by Teachers in Using ICT in Teaching-Learning at Technical and Higher Educational Institutions of Uganda.International Journal of Engineering Research & Technology (IJERT), 1(7), 1-9.

Khan, I. A. (2011). Challenges of teaching/learning English and management. Global Journal of 

 Human Social Science 11, 68-79

Khan, I.A. (2016). Effectiveness of E-learning for the Teaching of English: A Study of Comparative

Strategies. Advances in Language and Literary Studies, 7(3): 125-135. https://www.journals.aiac.org.au/index.php/alls/article/view/2293

Khan, I. (2020a). Electronic Learning Management System: Relevance, Challenges and Preparedness. J.  

Emerg. Technol. Innov. Res, 7, 471–480

Khan, I. A. (2020b). Learners’ Perception of Virtual Learning Amidst COVID-19. IJCERT, 07(06), 19–28. https://doi.org/10.22362/ijcert/2020/v7/i06/v7i0603

Kuhfeld, M. et al. (2020). Projecting the potential impacts of COVID-19 school closures on academic achievement. (Ed-WorkingPaper: 20-226). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/cdrv-yw05

Lapovsky, L. (2020). Covid-19: Summer Opportunities for Colleges and Universities to Innovate and Improve Their Bottom. Shkarkuar nga.

Mahyoob, M. (2020).Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal, 11 (4) 351-362. DOI: https://dx.doi.org/10.24093/awej/vol11no4.23

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. Retrieved from: https://doi.org/10.1016/j.ijedro.2020.100012

Mohalik. R.,& Sahoo. S. (2020). E-Readiness and Perception of Student Teachers towards Online Learning in the Midst of COVID-19 Pandemic.Retrieved from: https://ssrn.com/abstract=3666914.

Nambiar. D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2), 783-793.

Quacquarelli, S. (2020). The impact of the coronavirus on global higher education. Shkarkuar nga: http://info.qs.com/rs/335-VIN-535/images/The-Impact-of-the-Coronavirus-on-GlobalHigher-Education.pdf

Rama, J. et al. (2020). Virtual Teaching as the ‘New Norm’: Analyzing Science Teachers’ Attitude towards Online Teaching, Technological Competence and Access. International Journal of Advanced Science and Technology, 29(7), 12705-12715.

Ramorola, M. (2013). Challenge of effective technology integration into teaching and learning. Africa Education Review, 10(4), 654 – 670.

Schoenfeld-Tacher, R., & Persichitte, K. (2000). Differential skills and competencies required of faculty teaching distance education courses. International Journal of Educational Technology, 2(1), 10-16.

Sintema, E. (2020). Effect of COVID-19 on the Performance of Grade 12 Students: Implications for STEM Education. EURASIA Journal of Mathematics, Science and Technology Education, 2020, 16(7), 1-6.https://doi.org/10.29333/ejmste/7893

Smith, C., Hoderi, M., & Mcdermott, W. (2019), A Preliminary Study of Students Perception and Learning from different delivery methods, Academy of Educational Leadership Journal, 23(2).https://www.abacademies.org/articles/a-preliminary-studyof-students-perception-and-learning-from-different-delivery-methods-8235.html

Thomson, L. (2010). Beyond the Classroom Walls: Teachers’ and Students’ Perspectives on How Online Learning Can Meet the Needs of Gifted Students. Journal of Advanced Academics, 21(4), 662-712.

Todd, R. (2020). Teachers’ Perceptions of the Shift from the Classroom to Online Teaching. International Journal of TESOL Studies, 2(2) 4-16.

Wang, C., Cheng, Z., Yue, X. G., & McAleer, M. (2020). Risk Management of COVID-19 by Universities in China.https://doi.org/10.3390/jrfm13020036

Xhaferi, G.& BXhaferi,B.(2020). Online Learning Benefits and Challenges During the COVID 19 – Pandemic-Students’ Perspective from SEEU. Seeu Review 15 (1):86-103

 

 

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
https://dx.doi.org/10.24093/awej/call7.25 
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Dalal Bahanshal ,An assistant professor of Education Dalal Bahanshal holds an MA in TESOL (UK) and a PhD in Education (Scotland). An awardee of the Scientific Excellence Award, 2017 (UK), Dr. Bahanshal’s areas of interests include bilinguals and monolinguals teacher effectiveness, teaching methods, teaching/learning strategies, and educational policy reform. Her ORCID ID is: https://orcid.org/0000-0003-4868-0060

Intakhab Alam Khan, an educationist, teacher, researcher and author from New Delhi-India, is presently associate professor (Education) at King Abdulaziz University, Jeddah-Saudi Arabia. An author of 18 books and around 80 papers in international journals/edited books, Dr Khan is an honorary chief editor/associate editor/asst. editor of many online international educational journals. His ORCID ID is: https://orcid.org/0000-0001-7058-2200