ABSTRACT
The COVID-19 virus has altered the nature of education. These modifications may be reversed once universities reopen. Nevertheless, a few of these modifications afford novel options to match pre-COVID-19 suggestions. This study's purpose is to study staff members' perceptions of online teaching during COVID-19, describe future projections regarding teaching, and identify the drivers of change in the future learning environment. The study community represents faculty staff in Saudi universities. The sample consisted of 127 faculty staff in nine Saudi universities. Participants had positive perceptions of the usage of e-learning platforms during COVID-19 according to data analysis (though negative experiences existed). Future research must focus on the subtle challenges of aligning theoretical and methodological designs to appropriately analyze the phenomenon under inquiry while contributing to a well-executed body of research in the field of educational technology. Future study is required to determine how teachers perceive information and communications technology (ICT) trading strategies in the light of COVID-19.
ABSTRACT
This study examined the interaction between cognitive style-gender within Virtual Laboratories (VL) and its influence on students of health college's Laboratory Skills (LS) and Cognitive Load (CL) during the Corona pandemic. This research method is a combination of quasi-experimental research and survey research; consisting of two male and two female experimental groups (contemplative and impulsive). Each group had 20 students from General Health colleges. In the third level, with the microbiological course, eight experiments were studied by a Virtual laboratory (Praxilabs) during the eLearning study in 2020's first semester. Results showed that VL-using Students of General Health colleges studying microbiology had better CL and LS, besides significantly distinguishing between males and females using VLs in CL and LS where males benefited more. Also, a significant difference was established between CS (contemplative/impulsive) VL-using students in CL and LS to the benefit of the contemplative cognitive style. There LS significantly differ due to gender-CS interaction; however, CL does not have any differences because of this interaction.