Saudi Cultural Missions Theses & Dissertations
Permanent URI for this communityhttps://drepo.sdl.edu.sa/handle/20.500.14154/10
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Item Restricted THE ROLE OF MASSIVE OPEN ONLINE COURSES (MOOCs) IN TEACHER PROFESSIONAL DEVELOPMENT DURING COVID-19: A SYSTEMATIC REVIEW(University of North Texas, 2024) Alqarawy, Meshael Abdulrahman S.; Spector, Jonathan MichaelThe systematic review in this study focuses on questionnaire-based quantitative and qualitative studies that focus on the role of massive open online courses (MOOCs) in teacher professional development, with a concentration on the COVID-19 lockdown period. Sixteen studies were selected to be included in this systematic review based on the inclusion and exclusion criteria. The study was designed to answer four main questions: (a) how have MOOCs been used in teacher professional development during the COVID-19 crisis? (b) what are teachers’ perspectives toward using MOOCs for professional development? (c) what teacher skills reported as critical in those studies can be improved using MOOCs? and (d) what challenges faced by teachers during the use of MOOCs for training are reported in those studies? The results of this review reveal that (i) MOOCs were used to support teachers moving online, improve their personal skills during that crisis, and allow them to meet teachers in different areas and share their experience through online camps; (ii) teachers viewed a set of positive and negative aspects of the available MOOCs, and they addressed some criticisms of the available MOOCs and factors that may impact the success of MOOCs; (iii) MOOCs during the COVID-19 pandemic focused on developing three types of skills in teachers: online teaching skills, personal skills, and specialization skills; and (iv) financial and technical challenges, the quality of the available MOOC content, and the lack of time combined with their duties during that time are the most critical challenges teacher faced.25 0Item Restricted Respiratory Therapy Students’ Perception on Online Learning During COVID-19 in the Kingdom of Saudi Arabia(Saudi Digital Library, 2023-11-17) Alshehri, Faisal; Goodfellow, LyndaBACKGROUND: In response to the COVID-19 pandemic, electronic learning (E-learning) has emerged as the primary method for delivering educational materials, particularly within the scope of Saudi Arabian (SA) Respiratory Therapy (RT) education. PURPOSE: To evaluate the perception of E-learning among RT students in the Kingdom of Saudi Arabia (KSA) by comparing face-to-face learning to E-learning during the COVID-19 pandemic. METHODS: A cross-sectional survey to investigate the perception of E-learning was conducted and distributed using a convenience sample of RT students through an online platform (Google Forms) between September and November 2023. RESULTS: Overall, 221 RT students, with females accounting for 119 (53.8%), replied to the online survey. The study revealed several advantages of E-learning, including the ability to study at home (67.9%), access to online materials (64.7%), and learning at own pace (62.4%). The main disadvantages as indicated by most respondents were the lack of interactions with patients (70.1%), technical problems (56.6%), and reduced interaction with teachers (50.7%). No significant difference in the perceptions of knowledge enhancement between face-to-face and E-learning methods (P = .32). However, E-learning was considered a lower effective method than face-to-face learning for both clinical skill development (P < .001), and social competencies (P < .001). Additionally, respondents reported that they were less actively engaged during E-learning classes compared to face-to-face classes (P < .001). Nonetheless, a significant percentage of respondents (71.9%) claimed that E-learning was an enjoyable experience. CONCLUSION: This research emphasizes the potency of E-learning in terms of increasing knowledge as a valuable tool for educating Saudi RT students. Nevertheless, it highlights the need for a meticulously planned strategy and a proactive implementation approach to effectively implement clinical and social skills E-learning into the educational framework of RT students.38 0Item Restricted Online Learning during COVID-19 Pandemic at Tertiary Level in Saudi Arabia: Challenges and Benefits from the Students’ Perspective(2023) Almjlad, Amal; Walsh, ElaineDue to the recent coronavirus (COVID-19) outbreak, a temporary interruption of education activities occurred all over the world. The sudden and quick shift from face-to-face learning mode to the sole online learning mode affected the perceptions of students toward the online learning application. This study investigated the perceptions of students toward the online learning application. It involved sixty students studying in different colleges at Northern Border University in Saudi Arabia. A questionnaire survey was designed to obtain quantitative data and Interviews were used to obtain the qualitative data. The data were analysed quantitatively and qualitatively. The quantitative data analysed using SPSS and the qualitative data were thematically analysed based on Braun and Clark's (2006) steps. The results discovered that the Saudi university female students showed positive attitudes and perceptions toward using online learning through attending online classes and doing their activities online because they viewed that online learning brought them many benefits referred to in detail in the results chapter. However, the students indicated that they faced a serious problem represented in the internet connection where most of them mentioned that they faced either frequent cut-offs in internet connection or poor quality in the internet connection negatively affected their attendance in their online classes and their performance in completing their online activities. Finally, the study provided some important recommendations for different stakeholders48 0Item Restricted Women, Men, and Medical Education During the COVID-19 Pandemic: The Shift to Online Learning and Gender’s Influence(Saudi Digital Library, 2022-12-15) Alturki, Mona Mohammed; Patel, RakeshIntroduction: In the time of COVID-19, various disciplines have moved to online learning, including medicine. Online learning, in the pandemic context, has allowed students to continue studying despite isolation requirements and quarantines being implemented in various countries, including the Kingdom of Saudi Arabia. The primary aim of this research was to determine how gender influences male and female medical students’ sudden shift to online learning in the context of the COVID-19 pandemic. Methodology: Through Microsoft Teams, the researcher was able to collect data via semi-structured interviews with the study participants. Purposive sampling was used to access a sample of male and female medical students in Saudi Arabia. The participants, 18 male and female undergraduate students studying medicine, attended Umm Al-Qura University or King Saud bin Abdulaziz University for Health Sciences. this study employed a qualitative phenomenological approach to investigate the research question. Results and analysis: the thematic analysis of the interview transcripts revealed a total of nine themes that emerged from the collected data: shift to online learning and students' learning, shift to online learning and students' health-related behaviours, shift to online learning and students' dress, shift to online learning and students' commuting, shift to online learning and students' family responsibilities, gender differences in university regarding education, gender differences in university outside of the classroom, gender differences in dealing with patients as a student, and societal expectations and stereotypes regarding doctors. Conclusion: , the results suggest that there are some significant differences in how male and female students experience medical education, particularly with regards to how students are treated by their professors inside and outside of the classroom and doctors in the clinical setting. Educators and administrators should strive to promote greater gender equality in medical education programs. Future experimental research should consider exploring what strategies might be employed to achieve greater gender equality in medical education.22 0