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3 results on '"Madrasti"'

1. The Impact of COVID-19 on Learning: Investigating EFL Learners’ Engagement in Online Courses in Saudi Arabia

Author

Iman Oraif and Tariq Elyas

Subjects
COVID-19, EFL learners, engagement, student course engagement questionnaire, Madrasti, platform, Education
Abstract

As a result of the COVID-19 pandemic, most learning around the world has been transferred online. Learners who previously engaged in traditional learning now face a new challenge, a distinctive rise in e-learning. This drastic change could impact their learning behavior and acceptance of the change. As a result, their learning engagement could be affected massively. The present study therefore explores learners’ level of engagement in online courses using a designated school platform within the context of Saudi Arabia. A reliable measure was implemented in the study based on the Student Course Engagement Questionnaire (SCEQ). A survey was consequently conducted in a high school in Saudi Arabia, with a sample of 379 female English as a foreign language (EFL) learners studying a general English language course. The results revealed a high level of engagement among EFL Saudi learners. This helped to generate recommendations to improve EFL practices, primarily through the use of an online environment either at the national level in the Saudi context or the international level.

Published
2021
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2. Online and Distance Learning during Lockdown Times. COVID-19 Stories (Volume 2)

Author

Edirisingha, Palitha and Edirisingha, Palitha

Subjects
Philosophy, COVID-19, COVID-19 instructional response, COVID-19 lockdown, COVID-19 lockdown education, COVID-19 pandemic, COVID-19 school closure, EFL learners, Facebook, K-12 education, Madrasti, Moore framework, Rasch analysis, STEM integration, Scotland, Thirdspace, Twitter, academic self-perceptions, accounting education, adaptation, architecture-engineering and construction (AEC), blended learning, childhood learning, children's learning, civil education approach, complex systems, content analysis, coronavirus disease, course satisfaction, digital technology, distance education, distance learning, distanced learning, e-learning, e-learning competency, e-learning readiness, education, educational change, educational technology, elementary school, emergency, emergency remote teaching, engagement, engineering education, entrepreneurship education, evaluation, face-to-face learning, flexible teaching, flipped classroom, higher education, home-learning, home-school relationships, in-service teachers, instructional planning, instructor readiness, internship, learning barriers obstacles, lifelong learning, low-resource settings, mathematics, mathematics education, meaningful learning, n/a, online education, online learning, online teaching, online teaching materials, pandemic, parent attitudes, parental involvement, pedagogy, perceptions, platform, preservice teachers, primary education, primary teachers, productive struggle, professors and students, public education, qualitative research, quality, questionnaire, relationship, remote learning, rural education, school, science teachers, secondary education, social media, special education, sport science, stakeholders, structure in education, student course engagement questionnaire, student perception, students' e-learning preparedness, survey, teacher attitudes, teacher knowledge, teachers, teaching and learning in emergencies, teaching profession, technical support, technologies, technology-mediated learning, technology-mediated teaching, transdisciplinary, undergraduate research, web-based learning, workload
Abstract

Summary: This book is a reprint of papers in the Special Issue published in Education Sciences under the title "Online and Distance Learning during Lockdown Times: COVID-19 Stories". It includes papers covering Higher Education (post-secondary) sector representing international experience of teaching and learning from the start of the first episode of lockdown due to the Covid-19 pandemic.

3. The Impact of COVID-19 on Learning: Investigating EFL Learners' Engagement in Online Courses in Saudi Arabia.

Author

Oraif, Iman, Elyas, Tariq, and Edirisingha, Palitha

Subjects
STUDENT engagement, COVID-19, COVID-19 pandemic, ONLINE education, ENGLISH as a foreign language, BLENDED learning
Abstract

As a result of the COVID-19 pandemic, most learning around the world has been transferred online. Learners who previously engaged in traditional learning now face a new challenge, a distinctive rise in e-learning. This drastic change could impact their learning behavior and acceptance of the change. As a result, their learning engagement could be affected massively. The present study therefore explores learners' level of engagement in online courses using a designated school platform within the context of Saudi Arabia. A reliable measure was implemented in the study based on the Student Course Engagement Questionnaire (SCEQ). A survey was consequently conducted in a high school in Saudi Arabia, with a sample of 379 female English as a foreign language (EFL) learners studying a general English language course. The results revealed a high level of engagement among EFL Saudi learners. This helped to generate recommendations to improve EFL practices, primarily through the use of an online environment either at the national level in the Saudi context or the international level. [ABSTRACT FROM AUTHOR]

Published
2021
Full Text
View/download PDF

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