الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 98
(8) Alshaboul, Y. M., Alazaizeh, M. A., Al-Shboul, Q. M., Newsome, M., & Abu-Tineh, A. M.
(2022). University Instructors and Students’ Attitudes Toward Distance Education: The Case Of
Qatar. Journal of Positive School Psychology, 6(8), 7940-7959.
To assess the attitudes of university instructors and undergraduate students toward distance
education and to examine the relationship between their attitudes toward distance learning and their
sociodemographic data, a mixed-method cross sectional study on a sample of 63 instructors and
203 students was conducted. Qatar University instructors and undergraduate students were
surveyed using an online self-administered questionnaire consisted of the attitudes toward distance
teaching scale and sociodemographic data. Another online semi-structured interview was used to
collect qualitative data from both instructors and students.
(9) Alshaboul, Y. M., Abu-shawish, R. K., & Alazaizeh, M. A. (2022). Middle and High School
Students’ Attitudes toward Distance Education: The Case of Qatar. Journal of Positive School
Psychology, 6138-6153.
Countries worldwide have been facing an unprecedented virus that viciously swept throughout
society, drastically changing everyday life. Governments enforced new safety measures to protect
their citizens; many countries went into a complete shutdown, closing borders, sealing facilities,
and changing the daily routine of their citizens. In education, children were forced to remain home
and receive their education via screens. Hence, this study investigated middle and high school
students’ attitudes toward distance education at public and private schools in Qatar. The study
followed a mixed-method approach, using online surveys (1971) and semi-structured interviews
(20) to collect data. A divided stance marked participants’ attitude toward distance education during
the pandemic. Teachers’ support, continuous feedback, sufficient learning resources, and
appropriate technological skills, emerged as influential factors that could affect students’ attitudes
toward distance learning. Further discussion and implications are included.
(10) Newsome, M., Piña, A., Mollazehi, M., Al-Ali, K., & Alshaboul, Y. (2022). The effect of
learners’ sex and STEM/non-STEM majors on remote learning: A national study of undergraduates
in Qatar. Electronic Journal of e-Learning, 20(4), pp360-373.
The sudden and prolonged disruption to learning caused by the COVID-19 pandemic has exposed
the vulnerabilities of traditional higher education and revealed the need for a rapid transformation.
Lessons from the pandemic have made it clear that the future of higher education will rely heavily
on e-learning and the agility of institutions to seamlessly transition between face-to-face,
blended/hybrid, and fully online learning. As institutions begin their post-pandemic planning, the
online experiences of different groups of learners during the pandemic offer valuable insight into
what is working and what isn't. Consequently, this study explored the effect of gender and discipline
(STEM/non-STEM) on students' perceptions of (1) course design, (2) assessment, (3) student
behavior, (4) instructor behavior, and (5) tools and technologies during forced online learning.
Additionally, the researchers investigated the effect of gender and discipline on students' overall
satisfaction with remote learning and explored the influence of students' perceptions on satisfaction.
Study participants were 1,825 undergraduates at eight universities in Qatar. Using the QLT
evaluation rubric, the researchers adapted a 27-item survey to measure students' perceptions of key
aspects of quality online teaching and learning and to gauge overall satisfaction. Using a SEM
approach, study results showed that (1) male students had more positive perceptions of instructor
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