Ethnographic Reflections of K–12 Distance Education in Saudi Arabia: Shaping the Future of Post-Pandemic Digital Education
Abstract
:1. Introduction
2. Literature Review
Distance Education during COVID-19
3. Methodology
3.1. Research Design
3.2. Participants
3.3. Data Collection Methods
3.4. Data Collection Procedure
3.5. Data Analysis
3.6. Trustworthiness
4. Findings
4.1. Educational Outcomes
4.1.1. Attitudes
4.1.2. Skills
4.1.3. Learning Achievement
4.2. Teaching Landscape
4.2.1. Technology Dominance
4.2.2. Classroom Management
4.2.3. The Center of the Education
4.2.4. Changes to Assessment
4.3. Parental Involvement
4.3.1. Responsibility Overload
4.3.2. Relationships with Schools
4.3.3. Privacy
4.4. Societal and Life Aspects
4.4.1. Health and Wellbeing
4.4.2. Societal Relationships
4.4.3. Lawmaking Involvement
5. Discussion and Implications
5.1. Feature I: Technology Is the Boss
5.2. Feature II: Digital Natives and Digital Immigrants
5.3. Feature III: Cultural Influencer and Influencee
5.4. Feature IV: Parents’ New Roles
5.5. Feature V: “More Advanced but Less Effective”
5.6. Feature VI: Learning Loss
6. Limitations and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Category | Frequency | Percentage (%) |
---|---|---|
Gender | ||
Male | 299 | 49.8 |
Female | 301 | 50.2 |
Age | ||
≤6 years old | 7 | 1.2 |
6–17 years old | 173 | 28.8 |
18–29 years old | 69 | 11.5 |
30–49 years old | 294 | 49.0 |
≥50 years old | 57 | 9.5 |
Profession | ||
Educational advisor | 17 | 2.8 |
Administrative | 43 | 7.2 |
Teacher | 191 | 31.8 |
Parent/caregiver | 106 | 17.7 |
Student | 216 | 36.0 |
Relative | 27 | 4.5 |
Geographic Location | ||
Eastern province | 444 | 74.0 |
Western province | 100 | 16.7 |
Riyadh province | 29 | 4.9 |
Northern province | 23 | 3.8 |
Southern province | 4 | 0.7 |
Academic Degree | ||
Postgraduate | 203 | 33.8 |
Graduate | 173 | 28.8 |
High school | 87 | 14.5 |
Intermediate | 47 | 7.8 |
Elementary | 90 | 15.0 |
Category | Frequency | Percentage (%) |
---|---|---|
Data Collection Methods | ||
Individual interview | 387 | 64.5 |
Focus group | 177 | 29.5 |
Observation | 36 | 6 |
Data Collection Means | ||
Face-to-face | 210 | 35 |
Online audio applications | 390 | 65 |
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Aladsani, H.; Al-Abdullatif, A.; Almuhanna, M.; Gameil, A. Ethnographic Reflections of K–12 Distance Education in Saudi Arabia: Shaping the Future of Post-Pandemic Digital Education. Sustainability 2022, 14, 9931. https://doi.org/10.3390/su14169931
Aladsani H, Al-Abdullatif A, Almuhanna M, Gameil A. Ethnographic Reflections of K–12 Distance Education in Saudi Arabia: Shaping the Future of Post-Pandemic Digital Education. Sustainability. 2022; 14(16):9931. https://doi.org/10.3390/su14169931
Chicago/Turabian StyleAladsani, Hibah, Ahlam Al-Abdullatif, Manal Almuhanna, and Azza Gameil. 2022. "Ethnographic Reflections of K–12 Distance Education in Saudi Arabia: Shaping the Future of Post-Pandemic Digital Education" Sustainability 14, no. 16: 9931. https://doi.org/10.3390/su14169931