Challenges and Strengths of Transitioning to Online Learning during COVID19 University Lockdown: Case Studies from Egypt and Saudi Arabia | ||||
| CDELT Occasional Papers in the Development of English Education | ||||
| Article 8, Volume 71, Issue 1, July 2020, Page 191-212 PDF (511.18 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/opde.2020.159774 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Hind Abdulaziz Al Fadda Al Fadda; Rasha Abdel Haliem Osman Osman | ||||
| Abstract | ||||
| The aim of this qualitative study was to explore the experiences of under graduate and post-graduate level students who recently and abruptly transitioned from regular classroom learning to an online learning environment due to the COVID-19 pandemic. Study participants were 30 undergraduate engineering students at the Higher Technological Institute in Egypt, and 20 graduate students enrolled in a Masters TESOL program at King Saud University in Riyadh, Saudi Arabia. All participants completed a 10-item questionnaire regarding their opinions and experiences. Data was analyzed using a six-step thematic approach and was interpreted through the lens of the Community of Inquiry theoretical framework. Findings indicated that online courses strengths included increased student engagement and flexibility, prior familiarity with technology, increased personal time, and the use of multiple learning modalities. Challenges included problems with technology, reduced engagement due to family interruptions, and lack of visual cues. One limitation of this study was the small sample size, which may limit the ability to generalize the findings to other students. These findings provide insight into the issues which can promote or hinder success in online programs. | ||||
| Keywords | ||||
| online learning; COVID-19; Community of Inquiry; cognitive presence; social presence; teaching presence | ||||
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