Remote Emergency Learning during COVID-19 and Its Impact on University Students Perception of Blended Learning in KSA

Autor/inn/en	Bamoallem, Banan; Altarteer, Samar
Titel	Remote Emergency Learning during COVID-19 and Its Impact on University Students Perception of Blended Learning in KSA
Quelle	In: Education and Information Technologies, 27 (2022) 1, S.157-179 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10660-7
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Online Courses; Distance Education; Blended Learning; Student Attitudes; Correlation; Interpersonal Relationship; Educational Technology; Costs; Intention; Females; College Students; Predictor Variables; Teaching Methods; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Schülerverhalten; Korrelation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Unterrichtsmedien; Cost; Kosten; Weibliches Geschlecht; Collegestudent; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Saudi-Arabien
Abstract	This study explores the impact of remote emergency learning during the COVID-19 pandemic on students' perception and acceptance of blended learning after the pandemic. The study applies the Community of Inquiry framework to understand the predictors and whether there is any statically significant correlation between the experience of remote teaching and students' perception and acceptance of the blended learning mode in the future as a stage in the gradual return to normal life after the pandemic. In addition to examining the correlation between students' perception of cognitive, teaching and social presences on their perception of blended learning, the correlation between technological and financial factors as well as demographic data on the intention to enrol in blended learning in the future is examined. The study surveyed one hundred and fifteen students from female Saudi Universities who are enrolled in a design major. The results revealed that the teaching, cognitive and social presences constructs are predictors of students' perception and acceptance of blended learning. Further, the facilitating conditions and efforts expectancy are also predictors of the perception of blended learning. The study also found that there is a significant correlation between the CoI and the selected constructs from the UTAUT when it comes to studying students' perception of blended learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01