Teachers’ readiness and usage of online teaching practices in the Kingdom of Saudi Arabia: An empirical investigation

The substantial disruption caused by the COVID-19 epidemic to the world's education system is only one of the many setbacks the world has recently experienced. The transition of the students from their offline learning mode to a fully digital approach was not easy from the beginning for them.   The online teaching readiness heavily relied on their competencies and skills to adapt the pedagogy, training, technical skills, a proper mindset   and new roles. This research endeavors to evaluate the readiness of the teachers belonging to higher education institutions (HEIs) to handle online education based on the online teaching readiness model.  A systematic questionnaire with 30 statements was used by the researcher to collect and analyse data from 296 HEI lecturers in Saudi Arabia.  Smart PLS3 was used to attain reliability, convergent, discriminate validity and model fitness. These programs will help equip the teachers with the necessary technical skills, pedagogy, competency   and readiness to comprehend the requisite techniques of online teaching and the vital strategies for keeping their students engaged. Technical proficiency, pedagogy, competency and teaching readiness show a direct relationship with online education. On the other hand, attitude and training do not show any relationship with online education

E-Learning and Digital Education in the Twenty-First Century

E-learning and digital education approaches are evolving and changing the landscape of teaching and learning at all levels of education throughout the world. Innovation of emerging learning technologies is assisting e-learning and digital education to meet the needs of the 21st century. Due to the digital transformation of everyday practice, the process of learning and education has become more self-paced and accessible at any time from anywhere. The new generations of digital natives are growing up with a set of skills through their engagement with the digital world. In this context, this book includes a collection of chapters to facilitate continuous improvements including flexibility and accessibility in e-learning and digital education by exploring the challenges and opportunities of innovative approaches through the lenses of current theories, policies, and practices

Challenges of Global eLearning

This publication contains selected full papers presented in the International Workshop "Ubiquitous ICT for sustainable education and cultural literacy", held in Hämeenlinna, Finland, 6-7 October 2008. The summary proceedings of the workshop have been published by the University of Tampere, German-Jordanian University and the Finnish National Commission for UNESCO in 2009 at: http://www.minedu.fi /OPM/Kansainvaeliset_asiat/kansainvaeliset_jaerjestoet/unesco/suomen_unesco-toimikunta/sutjulkaisuja?lang=f

Training Abroad on Developing E-portfolio for Thai Teachers: Lessons Learned

International programs byuniversity lecturers in Indonesia, bothresearch and community service, are currently highly encouraged. This kind of international program is believed toprovide many benefits such as: increasing cooperation networks both academically and non-academically. In its implementation, not all international programs run smoothly as planned. There are various problems faced by the organizers caused by differences in language, culture, rules, etc. This article will reveal the author's experience in organizing an international training programon developing electronic portfolio ( e-portfolio) especially for English and Arabic teachers in Thailand, covering challenges and lessons learned that come with it.This study uses a qualitative narrative approach with data collection through observation, interviews, and documentation. The data analysis technique is based on the theory of Miles and Huberman which includes: data reduction, data display, and conclusion drawing/verification. The findings of this study are the constraints and lessons that can be drawn from this training. Some of the obstacles faced are preparation that requires sufficient time, languagebarriers, and differences in culture and rules in the two countries. Some lessons that can be taken from this experience are: international programs require sufficient time and careful preparation, it needs language mastery for facilitators according to the language of the trainees, and the rules and culture of the partner country or school need to be understood so that there is no misunderstanding between the organizer and the partner

Higher Education Challenges in the Era of COVID-19 from the Perspective of Educators and Students (Ghana, Georgia and Pakistan Cases): A Literature Review

For the last three years, the entire world has faced a colossal phenomenon due to the COVID-19 pandemic. All sectors and areas of life have been affected, which has forced rapid and radical changes towards adaptation in its wake. The unexpected pandemic’s mark and impact on education is more severe and longer lasting than imagined. It has evidently disrupted education provision at an unprecedented scale. This paper is a literature review that focuses on the experience of different countries and education systems during the COVID-19 pandemic. Based on the analysis of the existing literature and research on this issue, from the perspective of educators and students, including the experience of different countries around the world, the pandemic has had a great impact on higher education. This has resulted to digital transformation, which implies overcoming many challenges. The review uses particular examples of higher education in the era of COVID-19 in Georgia, Ghana, and Pakistan. The measures taken to continue education in spite of the pandemic are also highlighted. Although this phenomenon proved to be challenging, it has initiated enormous opportunities for creativity within progress. This paper further discussed barriers that students and academics faced during online teaching-learning, the pros and cons of online teaching-learning, the quality of teaching-learning, and the state of preparedness for future education

Applying Online Learning in Higher Education Institutions During the COVID-19 Pandemic: A Field Study in the United Arab Emirates (UAE)

The aim of this study was to evaluate the reality of the experience of applying online learning during the COVID-19 pandemic in higher education institutions in the United Arab Emirates during the 2019/2020 academic year by exploring the perceptions of undergraduate students at the Ajman University. The study was carried out using a descriptive method approach. The study population consisted of all students on the campus of Ajman University (n = 6620), where the sample of the study (n=1655) was taken used the random sampling method through a stratified sample technique. After verifying its validity and reliability, the researchers prepared a questionnaire, as a tool for the study, consisting of forty (40) items to achieve the objectives of the study. The results indicated that the readiness, training, and technical support for applying online learning of UAE universities during the Covid-19 pandemic, from the perspective students, came at a High level. Their perspective regarding the teaching and learning process through online learning came at a Moderate level, with regard to the challenges facing the online learning application, it came at a Moderate level, and their perspective regarding suggestions to improve the experience of online learning came at a high level. Students responses differed based on the criteria of considering the two genders with preferred to female gender, college department with inclination toward the medical student in medicine college, the skills of the students using computer skills with considering the students who have skills in using computer

Higher Education Challenges in the Era of Covid-19, from the Perspective of Educators and Students (Ghana, Georgia and Pakistan Cases) – A literature Review

For the last three years, the entire world has faced a colossal phenomenon - the covid-19 pandemic. All sectors and areas of life have been affected, forcing rapid and radical changes towards adaptation in its wake. Inevitably, the unexpected pandemic’s mark and impact on education is more severe and longer lasting than imagined. It disrupted education provision at an unprecedented scale. This article is intended as a review of literature on the experience of different countries and education systems during the Covid-19 pandemic. Based on the analysis of the existing literature and research on this issue, from the perspective of educators and students, including the experience of different countries around the world, the pandemic has had a great impact on higher education and pushed it to digital transformation, implicitly overcoming important challenges. The review uses particular examples of higher education in the era of Covid-19 in Georgia, Ghana and Pakistan, exposing measures taken to continue educating in spite of the pandemic. However challenging this phenomenon proved to be, it equally gave way to enormous opportunities for creativity within progress. Discussed are barriers that students and academics faced during online teaching-learning, the pros and cons of online teaching-learning, as well as the quality of teaching-learning and the state of preparedness for future education

Higher Education Challenges in the Era of Covid-19, from the Perspective of Educators and Students (Ghana, Georgia and Pakistan Cases) – A literature Review

For the last three years, the entire world has faced a colossal phenomenon - the covid-19 pandemic. All sectors and areas of life have been affected, forcing rapid and radical changes towards adaptation in its wake. Inevitably, the unexpected pandemic’s mark and impact on education is more severe and longer lasting than imagined. It disrupted education provision at an unprecedented scale. This article is intended as a review of literature on the experience of different countries and education systems during the Covid-19 pandemic. Based on the analysis of the existing literature and research on this issue, from the perspective of educators and students, including the experience of different countries around the world, the pandemic has had a great impact on higher education and pushed it to digital transformation, implicitly overcoming important challenges. The review uses particular examples of higher education in the era of Covid-19 in Georgia, Ghana and Pakistan, exposing measures taken to continue educating in spite of the pandemic. However challenging this phenomenon proved to be, it equally gave way to enormous opportunities for creativity within progress. Discussed are barriers that students and academics faced during online teaching-learning, the pros and cons of online teaching-learning, as well as the quality of teaching-learning and the state of preparedness for future education

FACULTY, STUDENTS, AND PARENTS SATISFACTION WITH FLEXIBLE LEARNING IMPLEMENTATION IN A STATE-FUNDED UNIVERSITY

Learner satisfaction and experience have a big impact on how well and how widely distant learning is accepted in higher education institutions. This study used a quantitative research methodology with the use of adapted standardized questionnaires from several sources to find out how satisfied 173 faculty members, 548 students, and 321 parents were with the deployment of flexible learning modes throughout the pandemic years. The frequency count, percent, and mean statistical techniques were used to total the scores, tabulate them, and conduct further analysis and interpretation. The faculty, students, and parents were generally satisfied in terms of the online learning modality. The faculty perceived the online teaching process as efficient, effective, and beneficial for both students and faculty. The students believed that the online learning was "satisfactory" in acquiring knowledge, while the parents believed that the online learning aided their children's learning. On the other hand, the faculty and students were satisfied with modular learning, while the parents were dissatisfied. The faculty found modular learning to be one of the ways to aid teaching during the pandemic. The students believed that the distribution and retrieval of modules were organized, the time allotment was acceptable, and safety and health protocols were ensured. The parents found that distribution and retrieval of modules are not well organized, and the orientation as to the use of modules during distribution is not clearly explained. A training workshop may be conducted for the faculty to repackage and revise the modules to ensure that enough and adequate time is allotted to each activity or assessment, to ensure that the learning activities and assessments adhere to complexity, timeliness, relevance, and alignment to the learning outcomes, and to structure and plan the course online, upload pictures, images, and videos on the chosen platform, attach links, use Google Forms, and engage in other computer-aided games and activities. The guidelines and procedures for the distribution and retrieval of the modules may be disseminated to parents and other stakeholders through brochures and flyers. Moreover, the administration may allot funds to provide internet connectivity to students who choose online learning modes, such as free cell cards, or form partnerships with LGUs and NTC to create a free wifi connection at a specific location in each barangay. &nbsp