Obstacle Comparisons to Achieving Distance Learning and Applying Electronic Exams during COVID-19 Pandemic
Abstract
:1. Introduction
1.1. Objectives
- Specifying the obstacles faced by the university professors and students in achieving quality in the use of e-learning during the COVID-19 pandemic.
- Specifying the obstacles faced by professors and students at the Palestinian universities in the governorates of Gaza in achieving quality in the use of e-testing during the COVID-19 pandemic.
- Comparing the obstacles between 1 and 2 for achieving the quality of distance education.
- Classifying and ordering these obstacles to understand how they can be reduced in the future.
- Finding the diverging (non-shared) obstacles and describing them.
- Make final suggestions to overcome these obstacles.
1.2. Major Questions of This Study
- Is there a difference between the obstacles to achieving the quality of distance learning and the obstacles to applying electronic tests from the viewpoint of university professors and students during the COVID-19 pandemic?
- What is the order of these obstacles, what are the benefits of ordering them?
- How are these obstacles arranged from the viewpoint of university professors and students, and overall?
1.3. Delimitation of the Study
- Regions: The study included some of the Arab countries (i.e., Algerian, Egyptian, Palestinian, and Iraqi universities).
- Period: The study was conducted in April and May 2020 and in September and October 2020.
- Sample: The study included university professors and students from different subject area.
2. Theoretical Framework and Exploratory Procedures
2.1. Distance Learning
2.1.1. Concept of the Distance Learning
2.1.2. The Distance Learning System
2.1.3. Distance Learning Characteristics
2.2. Electronic Tests
2.2.1. Electronic Tests Concept
2.2.2. Characteristics of Electronic Tests
2.2.3. Disadvantages of Electronic Tests
2.3. Selected Previous Studies
3. Data Collection and Procedures
3.1. Study Approach and Method
3.2. Study Tool
3.3. Obstacles Category and Comparison
3.4. Obstacles Arrangement (Ordering)
3.5. The Significant Obstacles
4. Discussion and Result
4.1. Personal Obstacles (Self-Imposed Obstacles)
4.2. Pedagogical Obstacles
4.3. Technical Obstacles
4.4. Financial and Organizational Obstacles
4.5. Additional Findings
5. Conclusions (and Recommendations)
- Improving the university infrastructure by employing technical supervisors to lower the load of professors and students.
- Providing various e-learning and e-exam applications for optimal use of technologies through the internet.
- There should be a number of resources and strategies available to faculty members to address potential problems.
- Securing the internet service and electrical current to all students in all areas.
- Helping students to reduce unethical behavior in the internet environment; for more information see Bennett [33].
- Preparing electronic courses and sample tests at a high level of quality at the university’s websites for the public benefit.
- Training and continuing education opportunities must be provided for all; it should be required in the new roles that professors and students apply for.
- The study suggests expanding the sample size in the future, which could provide wider results for more understanding.
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Targeted People | Distance Learning | Electronic Exams | ||
---|---|---|---|---|
Total Number | Percentage (%) | Total Number | Percentage (%) | |
University professors | 100 | 25 | 97 | 63.8 |
University students | 300 | 75 | 55 | 36.2 |
Total | 400 | 100 | 152 | 100 |
Obstacles Category | Distance Learning Obstacles | Overall Percentage (%) Order | Electronic Exams Obstacles | Overall Percentage (%) Order |
---|---|---|---|---|
Personal obstacles (self-imposed obstacles) | 1—The weak motivation of students to distance learning. | (44.3) 4 | 1—Difficulty and poor study during critical conditions. | (57.2) 4 |
2—Some professors are not convinced of the usefulness of distance learning. | (14.8) 14 | 2—Parents are not convinced of Electronic tests (parents are not cooperating). | (26.3) 9 | |
3—The difficulty of students’ understanding of some subjects in the absence of classroom interaction. | (58.8) 3 | 3—Lack of time, many questions, and lack of experience. | (9.9) 13 | |
4—Lack of willingness to implement the distance learning system. | (43.5) 5 | 4—Electronic tests will not show the students’ real level and will not distinguish students from each other. | (45.4) 5 | |
5—Get used to face-to-face learning. | (39) 6 | ------- | ||
Pedagogical obstacles | 1—The lack of clarity of the methods of remote evaluation. | (23.8) 10 | 1—The answers are very similar among students. | (24.3) 11 |
2—Lack of preparing the university community (administration, professors, etc.) to deal with distance learning. | (16) 13 | 2—Some teachers do not have sufficient experience to prepare and apply for the test. | (23.0) 12 | |
3—Difficulty learning some applied courses and remotely oriented work. | (16.3) 12 | 3—The tests did not take into account the high quality of design and preparation. | (38.2) 7 | |
Technical obstacles | 1—Weak internet flow (speed). | (59) 2 | 1—Internet unavailability and poor internet quality. | (57.9) 3 |
2—Security and confidentiality of data and information. | (32.3) 8 | 2—There was no real surveillance, widespread cases of fraud. | (40.8) 6 | |
------- | --- | 3—Power cuts (lake of electricity). | (66.4) 2 | |
Financial and organizational obstacles | 1—The lack of capabilities to communicate remotely (devices, internet, Apps, etc.). | (59.3) 1 | 1—Lack of financial and technical capabilities of some students. | (72.4) 1 |
2—Lack of training in the use of technology. | (35) 7 | 2—Parents and students lack experience with technology. | (37.5) 8 | |
3—Multiple electronic media and the absence of uniform controls between all. | (23.5) 11 | 3—Not communicating well between students and lecturers. | (25.7) 10 | |
4—The home environment is not suitable for distance learning. | (26.5) 9 | ------- | --- |
Distance Learning Obstacles (Breakdown Percentage and Arrangement) | Electronic Exams Obstacles (Breakdown Percentage and Arrangement) | ||||
---|---|---|---|---|---|
Overall Percentage (%) Order | Professors Percentage (%) Order | Students Percentage (%) Order | Overall Percentage (%) Order | Professors Percentage (%) Order | Students Percentage (%) Order |
(59.3) 1 | (82) 1 | (51.7) 3 | (72.4) 1 | (83.5) 1 | (52.7) 1 |
(59.0) 2 | (80) 2 | (52.0) 2 | (57.9) 3 | (70.1) 3 | (36.4) 4 |
(58.8) 3 | (60) 9 | (58.3) 1 | (9.9) 13 | (67.0) 4 | (40.0) 3 |
(44.3) 4 | (65) 6 | (37.3) 4 | (57.2) 4 | (57.7) 6 | (23.6) 7 |
(43.5) 5 | (69) 4 | (35.0) 5 | (45.4) 5 | (49.5) 7 | (25.5) 6 |
(35.0) 7 | (71) 3 | (23.0) 7 | (37.5) 8 | (58.8) 5 | ---- |
(32.3) 8 | (66) 5 | (21.0) 8 | (40.8) 6 | (41.2) 9 | ---- |
(23.8) 10 | (47) 11 | (16.0) 10 | (24.3) 11 | (29.9) 11 | (18.2) 9 |
(23.5) 11 | (52) 10 | (14.0) 12 | (25.7) 10 | (28.9) 12 | (16.4) 10 |
(16.0) 13 | (64) 7 | ---- | (23.0) 12 | (36.1) 10 | ---- |
(14.8) 14 | (20) 13 | (13.0) 13 | (26.3) 9 | ---- | (27.3) 5 |
(Breakdown Percentage and Arrangement) | Overall Percentage (%) Order | Professors Percentage (%) Order | Students Percentage (%) Order |
---|---|---|---|
Distance Learning Obstacles | (39.0) 6 | (61) 8 | (31.7) 6 |
(26.5) 9 | (46) 12 | (20.0) 9 | |
(16.3) 12 | (18) 14 | (15.7) 11 | |
Electronic Exams Obstacles | (66.4) 2 | (77.3) 2 | (47.3) 2 |
(38.2) 7 | (47.4) 8 | (21.8) 8 |
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Bashitialshaaer, R.; Alhendawi, M.; Lassoued, Z. Obstacle Comparisons to Achieving Distance Learning and Applying Electronic Exams during COVID-19 Pandemic. Symmetry 2021, 13, 99. https://doi.org/10.3390/sym13010099
Bashitialshaaer R, Alhendawi M, Lassoued Z. Obstacle Comparisons to Achieving Distance Learning and Applying Electronic Exams during COVID-19 Pandemic. Symmetry. 2021; 13(1):99. https://doi.org/10.3390/sym13010099
Chicago/Turabian StyleBashitialshaaer, Raed, Mohammed Alhendawi, and Zohra Lassoued. 2021. "Obstacle Comparisons to Achieving Distance Learning and Applying Electronic Exams during COVID-19 Pandemic" Symmetry 13, no. 1: 99. https://doi.org/10.3390/sym13010099
APA StyleBashitialshaaer, R., Alhendawi, M., & Lassoued, Z. (2021). Obstacle Comparisons to Achieving Distance Learning and Applying Electronic Exams during COVID-19 Pandemic. Symmetry, 13(1), 99. https://doi.org/10.3390/sym13010099