E-learning Quality Assurance Guidelines for Higher Education Institutions in Jordan

The Covid-19 pandemic affected many areas around the world, and with the lack of a vaccine, social distancing and keeping a high level of hygiene was the only actions people can rely on. Because of this change in the way of life, education was affected where it became not normal for students to socialize and have direct contact with teachers. Taking the case of higher education in Jordan, and its conversion into an online based learning approach, this paper examines an assessment of the quality of education that was taking place during the lock down. Then, it presents a literature study of guidelines published about quality of e-learning, and after evaluating the literature and the specific needs of Jordanian institutes, the paper presents a set of guidelines as a scorecard for higher education-al institutes to follow and maintain a high level of education quality in their online teaching approach. © 2022 Association for Computing Machinery.

Analysis of Teachers' Satisfaction With Online Learning During the Covid-19 Pandemic

After one and a half years of forced E-Learning in Jordan due to the COVID-19 pandemic, the Ministry of Higher Education approved a new regulation titled 'Blending E-Learning in Higher Education Institutes (HEI)', which comes hand in hand with an action plan, aiming to transform certain percentages of academic programs (AP) offered in HEI into online and blended learning. This study investigates the attitude of 174 staff members at University of Petra towards the newly stated regulation, and their readiness level to implement the action plan. It also investigates the satisfaction rate of the academic staff with the experience of e-learning during the COVID-19 pandemic in Jordan from March 2020-till Au-gust 2021. The study was conducted with a questionnaire distributed electronically. The results show that improvements need to be done on three areas: teachers' training on techniques to create and manage e-content, online assessment methods, and increasing the interactions of students in online courses. It also shows that staff members are satisfied with the new regulations to have percentages of courses fully online while others are blended courses;however, there is dissatisfaction with the pass\fail regulation set by the ministry during the pandemic period. © 2022 IEEE.