Barriers to Online Learning: Adjusting to the 'New Normal' in the Time of COVID-19

Autor/in	Alshwiah, Abeer Aidh
Titel	Barriers to Online Learning: Adjusting to the 'New Normal' in the Time of COVID-19
Quelle	In: Turkish Online Journal of Distance Education, 22 (2021) 4, S.212-228, Artikel 13 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alshwiah, Abeer Aidh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Barriers; Online Courses; Educational Technology; Secondary School Students; Parent Attitudes; Student Attitudes; Curriculum; Instruction; Educational Environment; Social Influences; Public Schools; Private Schools; Gender Differences; Access to Computers; Internet; Distance Education; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Sekundarschüler; Elternverhalten; Schülerverhalten; Curricula; Lehrplan; Rahmenplan; Teaching process; Unterrichtsprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialer Einfluss; Public school; Öffentliche Schule; Private school; Privatschule; Geschlechterkonflikt; Distance study; Distance learning; Fernunterricht; Saudi-Arabien
Abstract	School closures during the COVID-19 pandemic have transferred learning online, in the first experience of online learning for most students in Saudi Arabia. This study specifically examines the barriers facing Secondary school students, providing suggestions for overcoming these barriers, as gathered from educational technology specialists. A mixed methodology was adopted, with interviews first being carried out with four parents and four students to discover details of the barriers that they face. This helped develop an online survey involving 518 respondents to identify the most frequently cited barriers. Curriculum barriers had the most impact in terms of hindering the learning process, followed by teaching, the learning environment, and social barriers. These four barriers were significantly greater in public-sector schools, compared to private schools. There were also statistically significant differences between male and female students. Moreover, students with access to digital devices and the Internet experienced more teaching barriers, learning environment barriers, and social barriers than those who did not. The survey results were presented to educational technology experts to suggest solutions to the problems of technology adoption. The above experts agreed on the need for a virtual learning environment (VLE) that would help develop students' self-learning, research, and critical thinking skills. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01