Students’ Perceptions of the Virtual Learning Challenges of Islamic Science Courses During the Corona Pandemic and Ways to Reduce them

Haifa  Fawaris; Asma'a  Al-Shboul

doi:10.35516/hum.v49i6.3789

Authors

Haifa Fawaris Yarmouk University, Jordan
Asma'a Al-Shboul Yarmouk University, Jordan

DOI:

https://doi.org/10.35516/hum.v49i6.3789

Keywords:

Virtual learning challenges, forensic science, Corona pandemic

Abstract

As a consequence of the worldwide pandemic caused by COVID-19, universities have begun to teach in a digital format, exacerbating the integration and use of technology in methodological adaptation. The research aims to reveal the perceptions of students about the level of challenges of virtual learning and identifies ways to reduce them during the COVID-19 pandemic at the faculty of Islamic study at Yarmouk University in Jordan. The information collection method was an online questionnaire, using simple random sampling. The results demonstrate a generalized dissatisfaction among the students, being fundamental to carrying out the transition of the educational processes. Furthermore, There was no statistically significant difference at the level of significance (α = 0.05) between the two arithmetic means of the challenges of virtual learning for the forensic science courses during the COVID-19 pandemic in the College of Sharia at Yarmouk University with gender, educational level and (Bachelor, Master level), and academic achievements. However, there are many challenges they list, from these: students' interaction with virtual learning, virtual learning exams, and technical challenges.

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