Evaluating the reality of distance education management at Al-Aqsa University in light of the COVID-19 pandemic, its obstacles, and suggestions for its improvement. A qualitative field study

Ahmed Mohamed Abdalla  Meghari

doi:10.35516/edu.v50i1.4500

Authors

Ahmed Mohamed Abdalla Meghari Faculty of Education, Al Aqsa University, Palestine https://orcid.org/0000-0002-4167-4058

DOI:

https://doi.org/10.35516/edu.v50i1.4500

Keywords:

Distance education, Corona pandemic, administration, universities of Palestine, Al-Aqsa University

Abstract

Objectives: The study aimed at evaluating the reality of Al-Aqsa University’s management of distance education in light of the Covid-19 pandemic, identifying the most important obstacles facing its employment and formulating suggestions to improve it from the point of view of the faculty members.

Methods: The study followed the descriptive survey method. The quantitative and qualitative tools were used, namely: questionnaire, interview, and document analysis. The questionnaire was applied to (55) faculty members. The interview was with (8) members of the distance education activation committee at the university. Additionally, an analysis of the instructions was issued regarding the management of distance education operations at the university.

Results: The quantitative results showed that the faculty members' estimate of the management of distance education fields within the high level. There are no statistically significant differences between the rating averages the faculty members according to variables: specialization, years of work, and academic degree. The qualitative results showed that the university has made various and acceptable efforts in managing the fields of: planning, the technical environment, training and technical support, the teaching process and student evaluation.

Conclusions: The study recommended the need of creating a department for distance education, constantly surveying the opinions of lecturers and students, confronting and addressing the phenomenon of cheating, and helping to improve the internet speed of lecturers and students in their homes.

Downloads

Download data is not yet available.

References

Ahmed, S., Hegazy, N., Malak, H.W., Kayser, W.C., Elrafie, N.M., Hassanien, M., Al-Hayani, A., Saadany, S.A., AI-Youbi, A., & Shehata, M. (2020). Model for utilizing distance learning post COVID-19 using (PACT)™ a cross sectional qualitative study. BMC Medical Education, 20.

Bilgic, H., Tuzun, H. (2020). Issues and Challenges with Web-Based Distance Education Programs in Turkish Higher Education Institutes. Turkish Online Journal of Distance Education, 21(1), 143 – 164.

Coutts, E., Buheji, M., Ahmed D., Abdulkareem T., Eidan S., & Perepelkin N. (2020). Emergency Remote Education in Bahrain, Iraq, and Russia During the COVID-19 Pandemic: A Comparative Case Study. Human Systems Management, 39 (4). 473–493.

Hodges, C., Moore S., Lockee B., Torrey T., & Bond A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. https://er.educause.edu/articles/2020/3.

Lassouedm Z., Alhendawi, M., & Bashitialshaaer, R. (2020) An Exploratory Study of the Obstacles for Achieving Quality in Distance Learning during the COVID-19 Pandemic. Education since, 10(9).

Oliveira, M.M., Penedo, A.S., & Pereira, V.S. (2018). Distance education: advantages and disadvantages of the point of view of education and society. Dialogia, 139-152.

Yılmaz, R. (2017). Problems Experienced in Evaluating Success and Performance in Distance Education: A Case Study. Turkish Online Journal of Distance Education, 18 (1), 39-51..