الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 99
behavior, assessment, and tools and technologies compared to females, (2) males were more
satisfied overall with their remote learning experiences, (3) students in STEM disciplines had
significantly more negative perceptions of all the aspects of online learning explored in the study,
(4) students in STEM disciplines were significantly less satisfied overall with remote learning, and
(5) students' perceptions of tools and technologies, assessment, and course design most influenced
their overall satisfaction. This study also considers the unique cultural context in Qatar when
interpreting results, particularly in regards to women. These findings have important implications
for faculty development and post-pandemic planning in higher education in general and the Gulf
in particular.
(11) Alshaboul, Y., Hamaidi, D., Arouri, Y., & Alshaboul, A. (2021). COVID-19 Enforced Shift
to Distance Education: Readiness and Challenges. Journal of Education and E-Learning Research,
8 (3), 349-359. https://doi.org/10.20448/journal.509.2021.83.349.359
The COVID-19 pandemic has forced a worldwide revolution in our understanding of how to
conduct education. International lockdowns were the catalyst for a global shift from traditional
face-to-face learning to distance learning. This comparative study utilized a mixed method
approach to investigate the readiness of Higher Education instructors and students and the
challenges arising from the shift to distance education in two different Arab countries, Qatar and
Jordan. Generally, the findings gleaned from the questionnaires (230 instructors and 551 students)
revealed certain inconsistencies with the findings that emerged from the interviews (18 instructors
and 38 students) in terms of both the level of readiness and the challenges faced. The results showed
a substantial variation in instructors and students' readiness at both participating universities. While
factors like country, age, gender, specialization, years of experience/year in the program, and the
number of online training courses prior to the COVID-19 epidemic proved to cause statistically
insignificant differences in instructors and students' readiness, variables including age, gender and
prior experience in online courses were relatively influential for students in terms of the challenges
they faced.
(12) Hassanein, E. E. A., Alshaboul, Y., Ibrahim, S. R. (2021). The impact of teacher preparation
on preservice teachers' attitudes toward inclusive education in Qatar. Heliyon, 7, 9.
doi.org/10.1016/j.heliyon.2021.e07925 .
. اﻟﺴﯿﺪ ﺣﺴﺎﻧﯿﻦ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(13) Alkhateeb, H. & Alshaboul, Y. (2021). Teachers’ understanding of the importance of
students’ mother tongue(s) in Qatar’s international English-medium primary schools: findings from
Q
method
research,
Current
Issues
in
Language
Planning,
DOI:
10.1080/14664208.2021.1925456 .
. ھﺪﯾﻞ اﻟﺨﻄﯿﺐ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(14) Hassanein, E. E. A., Johnson, E., Alshaboul, Y., Ibrahim, S. R., Megreya, A. M. (2021).
Examining Factors That Predict Arabic Word Reading in First and Second Graders, Reading &
Writing Quarterly, DOI: 10.1080/10573569.2021.1907637
اﻟﺴﯿﺪ ﺣﺴﺎﻧﯿﻦ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(15) Hassanein, E. E. A., Johnson, E.; Alshaboul, Y., Ibrahim, S. R., Megreya, A. M. H., AlHendawi, M. K. I. M., Al-Attiyah, A. A. M. (2021). Developing a Test of Arabic early literacy
Skills. Reading Psychology, 42:3, 241-263, DOI: 10.1080/02702711.2021.1888349
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
