Returning to Schools After COVID-19: Identifying Factors of Distance Learning Failure in Jordan from Parents’ Perspectives
Hamed Mubarak Al-Awidi 1 * ,
Ayat Mohammad Al-Mughrabi 2 More Detail
1 College of Educational Science, Arab Open University/Jordan Branch, Amman, JORDAN
2 Faculty of Arts and Educational Sciences, Middle East University, Amman, JORDAN
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 12, Issue 4, Article No: e202232.
https://doi.org/10.30935/ojcmt/12451
OPEN ACCESS 2075 Views 1349 Downloads Published online: 09 Sep 2022
ABSTRACT
This study aimed to evaluate the distance learning experiences of Jordanian parents after their children returned to school due to the COVID-19 pandemic. A survey was completed by 1,675 parents from across Jordan and the vast majority of the respondents (86.31%) agreed that distance learning failed to achieve its goals. This study also investigated the differences among parents’ demographic characteristics (area of living and type of school their children attend) and parents’ perceptions of the factors that caused the failure of distance learning. The study found a significant difference between parents based on the area of living (urban and rural) and the type of school their children attend. Parents who live in rural areas and parents who send their children to public schools have a higher perception of the factors that caused the failure of distance learning than parents who live in urban areas and parents who send their children to private schools. To explore why parents’ distance learning failed, parents answered open-ended questions and attributed this failure to many factors. Parents believe that distance learning failed due to many factors, and the most common factors are low learning motivation among students, poor accessibility to electronic devices required for distance learning and a poor internet connection, family related issues like economic status, large family size, and lifestyle, the last factor related to a distance learning culture. The findings of the study suggest some implications and recommendations for teachers and policymakers.
CITATION
Al-Awidi, H. M., & Al-Mughrabi, A. M. (2022). Returning to Schools After COVID-19: Identifying Factors of Distance Learning Failure in Jordan from Parents’ Perspectives.
Online Journal of Communication and Media Technologies, 12(4), e202232.
https://doi.org/10.30935/ojcmt/12451
REFERENCES
- Abu-Rabba’, M., Al-Mughrabi, A., & Al-Awidi, H. (2021). Online Learning in the Jordanian kindergartens during COVID-19 pandemic. Journal of E-Learning and Knowledge Society, 17(3), 59-69. https://doi.org/10.20368/1971-8829/1135534
- Agaton, C. B., & Cueto, L. J. (2021). Learning at home: Parents’ lived experiences on distance learning during COVID-19 pandemic in the Philippines. International Journal of Evaluation and Research in Education, 10(3), 901-911. https://doi.org/10.11591/ijere.v10i3.21136
- Aljbour, M., & Al-Wraikat, A. (2022). The effect of socioeconomic status and anomie on illegal behavior. Jordan Journal of Social Sciences, 15(1), 129-140.
- Amman Group for the Future Dialogues in Jordan. (2022). Alrai Newspaper: Jordan News Agency–Petra. https://alrai.com/article/10544221/محليات/الميدان-التعليمي-يجمع-على-فشل-تجربة-التعليم-عن-بعد
- Assaf, A. (2014). The effect of macroeconomic variables on Jordan’s economic growth. European Journal of Social Sciences, 42(1), 101-111.
- Bhuasiri, W., Xaymoungkhoun, O., Zo, H., & Rho, J. (2012). Critical success factors for eLearning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education, 58, 843-855. https://doi.org/10.1016/j.compedu.2011.10.010
- Braun, V., & Clarke, V. (2008). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
- Carrión-Martínez, J. J., Pinel-Martínez, C., Pérez-Esteban, M. D., & Román-Sánchez, I. M. (2021). Family and school relationship during COVID-19 pandemic: A systematic review. International Journal of Environmental Research and Public Health, 18(21), 11710. https://doi.org/10.3390/ijerph182111710
- Chang, H., & Smith, R. A. (2008). Effectiveness of personal interaction in a learner-centred paradigm distance education class based on student satisfaction. Journal of Research on Technology in Education, 40(4), 407-426. https://doi.org/10.1080/15391523.2008.10782514
- Chu, J., & Chu, Z. (2010). Multi-level analysis of peer support, Internet self efficacy and e-learning outcomes: The contextual effects of collectivism and group potency. Computer & Education, 55, 145-154. https://doi.org/10.1016/j.compedu.2009.12.011
- DeCastellarnau, A. (2018). A classification of response scale characteristics that affect data quality: A literature review. Quality & Quantity, 52(4), 1523-1559. https://doi.org/10.1007/s11135-017-0533-4
- Demir, E., & Demir, C. G. (2021). Investigation of parents’ opinions about distance education during the COVID-19 pandemic. Turkish Online Journal of Distance Education, 22, 42-57. https://doi.org/10.17718/tojde.906485
- Department of General Statistics. (2020). Statistics: (40%) of Children in the Kingdom’s population. Jordan News Agency. https://www.petra.gov.jo/Include/InnerPage.jsp?ID=159482&lang=ar&name=news
- Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49, 5-22. https://doi.org/10.1177/0047239520934018
- Donnelly, R., & Patrinos, H. (2021). Learning loss during COVID-19: An early systematic review. Covid Economics, 77, 145-153. https://doi.org/10.21203/rs.3.rs-518655/v1
- Farber, S., Mifsud, A., Allen, J., Widener, M. J., Newbold, K. B., & Moniruzzaman, M., (2018). Transportation barriers to Syrian newcomer participation and settlement in Durham region. Journal of Transport Geography, 68, 181-192. https://doi.org/10.1016/j.jtrangeo.2018.03.014
- Fayez, F., Ahmad, J., & Oliemat, E. (2016) Jordanian kindergarten and 1st-grade teachers’ beliefs about child-based dimensions of school readiness. Journal of Research in Childhood Education, 30(3), 293-305. https://doi.org/10.1080/02568543.2016.1178195
- Garbe, A., Ogurlu, U., Logan, L., & Cook, P. (2020). COVID-19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471
- Ghaith, B (2021). Around 100,000 students not engaged in remote education—Education Ministry. The Jordan Times Newspaper. http://jordantimes.com/news/local/around-100000-students-not-engaged-remote-education-%E2%80%94-education-ministry
- Gharaibeh, A., & Gharaibeh, M. (2021). Quality of life of working and non-working Jordanian mothers caring for chronically ill child and its associated factors. Heliyon, 7(3), e06320. https://doi.org/10.1016/j.heliyon.2021.e06320
- Gyeltshen, T. (2022). The perception of the parents toward the online teaching and learning during the COVID-19 pandemic. International Journal of Humanities and Education Development, 4(2), 86-90. https://doi.org/10.22161/jhed.4.2.12
- Han, C., Liu, L., & Chen, S. (2022). Factors influencing parents’ intention on primary school students’ choices of online learning during and after the COVID-19 pandemic in China. Sustainability, 14(14), 8269. https://doi.org/10.3390/su14148269
- Herliandry, L. D., Nurhasanah, M. E., & Kuswanto, H. (2020). Pembelajaran pada masa pandemi COVID-19 [Lessons learned during the COVID-19 pandemic]. Jurnal Teknologi Pendidikan [Journal of Educational Technology], 22(1), 65-70. https://doi.org/10.21009/jtp.v22i1.15286
- Hevia, F., Vergara-Lope, S., Velásquez-Durán, A., & Calderón, D. (2022). Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico. International Journal of Educational Development, 88(1), 102515. https://doi.org/10.1016/j.ijedudev.2021.102515
- Jordan Strategy Forum. (2022). Education and adaptation to the effects of COVID-19 in Jordan: How to minimize the repercussions of the virus on the education gap. Jordan Strategy Forum. http://jsf.org/sites/default/files/Education%20and%20Adaptation%20to%20the%20Effects%20of%20COVID-19%20in%20Jordan%20%20(1).pdf
- Kentnor, H. (2015). Distance education and the evolution of online learning in the United States. Curriculum and Teaching Dialogue, 17(1-2), 1-24.
- König, J., Daniela, J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
- Lau, E., Li, J., & Lee, K. (2021). Online learning and parent satisfaction during COVID-19: Child competence in independent learning as a moderator. Early Education and Development, 32(6), 830-842. https://doi.org/10.1080/10409289.2021.1950451
- Liu, X., Zhao, L., & Su, Y.-S. (2022). Impact of parents’ attitudes on learning ineffectiveness: The mediating role of parental self-efficacy. International Journal of Environmental Research and Public Health, 19(1), 615. https://doi.org/10.3390/ijerph19010615
- Masry-Herzallah, A., & Stavissky, Y. (2021). The attitudes of elementary and middle school students and teachers towards online learning during the corona pandemic outbreak. SN Social Sciences, 1(71), 1-23. https://doi.org/10.1007/s43545-021-00083-z
- McLeod, S. A. (2019). Likert scale definition, examples and analysis. Simply Psychology.
- https://www.simplypsychology.org/likert-scale.html
- Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1-13. https://doi.org/10.1177/1609406917733847
- O’Cathain, A., & Thomas, K. J. (2004). ‘Any other comments?’ Open questions on questionnaires–A bane or a bonus to research? BMC Medical Research Methodology, 4, 25. https://doi.org/10.1186/1471-2288-4-25
- OECD. (2020). Strengthening online learning when schools are closed: The role of families and teachers in supporting students during COVID-19 crisis. OECD Publishing.
- Roca, J. C., & Gagné, M. (2008). Understanding e-Learning continuance Intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, 24, 1585-1604. https://doi.org/10.1016/j.chb.2007.06.001
- Rousoulioti, T., Tsagari, D., & Giannikas, C. (2022). Parents’ new role and needs during the COVID-19 educational emergency. Interchange. https://doi.org/10.1007/s10780-022-09464-6
- Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications. Pearson.
- Selvi, T. (2010). Motivating factors in online courses. Procedia-Social and Behavioral Sciences, 2(2), 819-824. https://doi.org/10.1016/j.sbspro.2010.03.110
- Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ stress and children’s psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in Psychology, 11(1713), 1-7. https://doi.org/10.3389/fpsyg. 2020.01713
- Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202. https://doi.org/10.1016/j.compedu.2006.11.007
- Tajuddin, J., Nazam, R., & Abu Bakar. S. (2022). Challenges of online learning faced by working parents in urban areas. Journal of Contemporary Issues and Thought, 12(1), 55-64.
- UNDP. (2020). Poverty & equity brief Jordan Middle East & North Africa. World Bank. https://databank.worldbank.org/data/download/poverty/33EF03BB-9722-4AE2-ABC7-AA2972D68AFE/Global_POVEQ_JOR.pdf
- UNESCO. (2020). UN Secretary-General warns of education catastrophe, pointing to UNESCO estimate of 24 million learners at risk of dropping out. United Nations Educational, Scientific, and Cultural Organization. https://en.unesco.org/news/secretary-general-warns-education-catastrophe-pointing-unesco-estimate-24-million-learners-0
- UNICEF. (2020). Socio-economic assessment of children and youth in the time of COVID-19 Jordan. United Nations Children’s Fund Jordan.
- Van Overmeire, R. (2020). The methodological problem of identifying criterion a traumatic events during the COVID-19 era: A commentary on Karatzias et al. (2020). Journal of Traumatic Stress, 33(5), 864-865. https://doi.org/10.1002/jts.22594
- Vlachopoulos, P., & Chatzigianni, M. (2017). Online learning and self-regulation: Balancing between personal and social dimensions. In P. Anastasiades, & N. Zaranis (Eds.), Research on e-learning and ICT in education: Technological, pedagogical and instructional perspectives (pp. 177-188). Springer. https://doi.org/10.1007/978-3-319-34127-9_13
- WHO. (2020). Key messages and actions for COVID-19 prevention and control in schools. World Health Organization. https://covid19-evidence.paho.org/handle/20.500.12663/792
- Woofter, S. (2019). Book Review: Building equity: Policies and practices to empower all learners. American Journal of Qualitative Research, 3(1), 136-139. https://doi.org/10.29333/ajqr/5815
- World Bank. (2008). Resolving Jordan’s labour market paradox of concurrent economic growth and high unemployment. https://openknowledge.worldbank.org/handle/10986/18907?show=full