Assessing the Adaptability of Students and Teachers in the Faculty of Arts at Alasmarya Islamic University to the Sudden Transition to Online Teaching and Learning Processes during the COVID-19 Pandemic
| المصدر: | مجلة التربوي |
|---|---|
| الناشر: | جامعة المرقب - كلية التربية بالخمس |
| المؤلف الرئيسي: | Ismail, Mohamed Bashir M. (Author) |
| المجلد/العدد: | ع23 |
| محكمة: | نعم |
| الدولة: |
ليبيا |
| التاريخ الميلادي: |
2023
|
| الشهر: | يوليو |
| الصفحات: | 11 - 24 |
| ISSN: |
2011-421X |
| رقم MD: | 1407118 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
2
| المستخلص: |
This study investigates the adaptability of students and the Faculty of Arts at Alasmarya Islamic University in response to the COVID-19 pandemic-induced shift to online teaching and learning. The sudden transition necessitated the use of video chat applications such as Microsoft Teams, Zoom, and Google Meet and other social media for remote lectures and communication. However, challenges such as poor internet connectivity, technological proficiency gaps, and limited resource access emerged. The research aims to assess the readiness of the faculty and understand students' perceptions and concerns regarding online learning. By adopting a quantitative approach and utilizing a questionnaire as the data collection method, the study examines the challenges faced by students and faculty members and provides recommendations for effective online teaching. The literature review explores the impact of the pandemic on students' stress levels, the specific challenges of online learning, and the importance of integrating technology into education. The findings emphasize the need for support from university management, including instructional plans and training on online platforms, to overcome barriers and facilitate a successful transition to online education. The study concludes by highlighting the potential of online technologies and distance learning platforms to navigate future challenges in the field of education. |
|---|---|
| ISSN: |
2011-421X |
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