Exploring E-Learning Challenges Encountered By Primary School Educators In The Taif Region: An Investigation Into Contributing Factors And Potential Solutions
Abstract
This research project aims to explore the negative impact of COVID-19 on the educational environment in Saudi Arabia. Given the global effects of the pandemic on the education sector, particularly at the primary level, this study investigates the challenges primary school English teachers encountered with online/virtual classes. To meet the study’s objectives and answer the research questions, the researcher gathered teachers’ perceptions about the obstacles they faced while teaching through virtual means—the only e-learning option during social distancing measures. A quantitative method was employed, using adapted teacher questionnaires that assessed various factors including attitudes towards e-learning, readiness, challenges, and infrastructure. The findings indicated that e-learning tools were more effective for female teachers. Additionally, years of experience did not significantly influence the use of e-learning materials among teachers. The study also showed that the age of teachers did not affect the utilization of e-learning tools. Furthermore, y[1]ounger teachers were more adept at using digital materials compared to their traditional counterparts. These findings are valuable for redefining e-learning and revising curricula to integrate blended learning strategies. Teacher development activities will be tailored to address these needs. Further research at the doctoral level with a larger sample size is recommended to reinforce these findings. Additionally, a tool should be created to examine online learning and related factors, particularly in the Taif region.
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