Learned Lessons and New Normal in Education After the Covid-19 Pandemic From Saudi K-12 Teachers’ Perspectives

Fahad O Alenezi
Journal of Information Technology Education: Research  •  Volume 23  •  2024  •  pp. 008

This study evaluated the e-learning experience of Saudi K-12 teachers during the COVID-19 pandemic. More specifically, it explored their perceptions of e-learning. It also investigated the teaching approaches and strategies, tools for facilitating e-learning, assessment tools, and social media used by teachers for communicating with students in e-learning during the pandemic. Furthermore, it identified the weaknesses of e-learning as perceived by the teachers.

The education sector has been severely impacted by the coronavirus disease (COVID-19) epidemic that has spread globally. The lockdown has damaging effects on the educational system as well, notably in Asia. Traditional classroom education has quickly changed to online instruction as a result of the extended closure of schools and institutions.

The study used a mixed-methods approach involving quantitative and qualitative data collection and analysis in this exploratory study. A cohort of 426 randomly selected K-12 teachers completed an electronic questionnaire in the second semester of the 2021 school year.

The study revealed successful e-learning experiences during the COVID-19 pandemic in Saudi Arabia. The teachers reported favorable perceptions of e-learning and used teaching approaches and strategies aligned with e-learning.

The results revealed that the teachers’ perceptions of e-learning were positive. However, substantial differences in e-learning perceptions in some variables were found, e.g., experience using the Internet and computer applications. However, no significant differences by sex were found. The results also revealed the teaching approaches and strategies, tools for facilitating e-learning, assessment tools, and social media for communicating with students, which were used more frequently by the teachers in e-learning during the pandemic.

The findings of this study would persuade educational institutions and policymakers to improve the quality of online teaching with the most up-to-date teaching methods, along with government support for bettering basic infrastructure and Internet connectivity, bridging the digital divide, and developing rural areas to make e-learning more successful and well-liked throughout the nation.

This new discovery prompts aspiring researchers to explore teachers’ perceptions of e-learning. Researchers would find this work important because the results revealed successful e-learning experiences during the COVID-19 pandemic in Saudi Arabia.

Because of the impact of e-learning during COVID-19, schools and society should not discard it. This can improve the e-learning experience for both teachers and students. Online-based and classroom-based education modes have advantages, and combining both methods is appropriate to benefit from these advantages.

Future work will need to be more detailed, including either qualitative or investigations. Further, more research can investigate instructors’ discernments alongside students’ and parents’ insights toward virtual classes.

e-learning; Saudi K-12 teachers; COVID-19 pandemic
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