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The pandemic caused people to teach classes virtually that they never imagined could be taught virtually. Hands-on classes are among the most challenging to move from in-person to virtual. In this paper, we focus on how prototyping in engineering classes was handled when those classes were taught virtually during the COVID-19 pandemic. Four engineering educators from a diverse set of four schools were engaged on this topic through written reflections and two focus groups. Learning from this experience has implications for these classes as they remain virtual and shift to hybrid and back to in-person. The four educators each found ways to make prototyping work in virtual classes. Shifting closed-ended prototyping from in-person to virtual classes was found to require less change than shifting open-ended prototyping. Within open-ended prototyping, the instructors generally narrowed scopes and took on less ambitious projects, with students engaging in new ways that produced impressive prototypes that surprised some the educators. Access to materials and tools was handled through different approaches, with curated sets of materials that maintain design freedom being important for open-ended projects while a standard set of materials for all teams worked for closedended projects. Students expressed more interest in doing projects individually. For those that worked on teams, approaches included having the whole team produce one prototype and having each person produce a prototype. Having each person produce their own prototype opened up the possibility that students would not truly collaborate. Even though they were all virtual, teams of students who had to make a single prototype generally worked better than expected.
ABSTRACT
During the COVID-19 pandemic the Costa Rican educational system has adapted classes to a virtual model;furthermore, evidence has supported the existence of technological, digital, and educational gaps among students. The aim of the present study is to identify sociodemographic, psychosocial, technological, and digital characteristics associated with the adolescents' satisfaction with virtual classes during the pandemic. Using a cross-sectional de- sign, an online questionnaire was filled out by 14- to 18-year-old adolescents (n = 128, 63.3% girls, Mage = 16.2, SDage = 0.593) from public and private high schools. Results showed that only perceived support, self-efficacy, and socioeconomic status (SES) were significantly (positively) correlated with satisfaction with virtual classes. Also, it was found that a model that accounts for satisfaction in terms of perceived support and self-efficacy is better than one that includes SES as another explanatory variable. These results show some insights for making virtual learning a more satisfying experience for adolescents. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Spanish) Durante la pandemia por COVID-19, el sistema educativo costarricense ha adaptado las clases a una modalidad virtual;ademas, hay evidencia de brechas tecnologicas, digitales y educativas entre la poblacion estudiantil. El objetivo del presente estudio fue identificar las caracteristicas sociodemograficas, psicosociales, tecnologicas y digitales asociadas al nivel de satisfaccion de adolescentes en Costa Rica con las clases virtuales durante la pandemia. Se empleo un diseno transversal y se aplico un cuestionario en linea a adolescentes de entre 14 y 18 anos (n = 128, 63.3% mujeres, M edad = 16.2, DEedad = 0.593) de colegios publicos y privados. Se encontro que solo el apoyo percibido, la autoeficacia hacia las clases virtuales y el nivel socioeconomico (NSE) se correlacionan significativamente (de forma positiva) con la satisfaccion con las clases virtuales. Ademas, se hallo que un modelo que explica la variabilidad en la satisfaccion a partir del apoyo percibido y la autoeficacia hacia las clases virtuales es mejor que uno que tambien incluya el NSE como variable predictora. Los resultados muestran indicios sobre la forma de hacer mas satisfactoria la experiencia de las personas adolescentes en el contexto de clases virtuales. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Social distancing due to COVID-19 pandemic sharply transferred face-to-face teaching to online modality in all universities in the country. Observing this scenario as particularly favorable to encourage absenteeism to classes, this study objective is to unveil the reasons that students have to miss online synchronic lectures. Students' answers from two different faculties of the University of Concepcion were analyzed with logistic regression model and Mann-Whitney U-test. We found that among students who reported missing synchronic online lectures most frequently, the reasons were internet connection problems;the possibility to access the lecture video asynchronously;lack of motivation in their studies or laziness. A significant correlation was also found between missing classes and teachers' reading their presentations in class or not being inspiring. © 2023, Estudios Pedagógicos. All Rights Reserved. El distanciamiento social obligado por la pandemia de COVID-19 transfirió abruptamente la enseñanza presencial a modalidad online en todas las universidades del país. Observando que este escenario genera incentivos adicionales para el absentismo estudiantil, se desarrolla este trabajo con el objetivo de aproximar las razones que llevan a los estudiantes a faltar a clases virtuales sincrónicas. Se utiliza un modelo de regresión logística ordinal, correlaciones y el test U de Mann-Whitney para analizar una muestra de dos carreras de la Universidad de Concepción. Se concluye que aquellos estudiantes que faltan con mayor frecuencia a clases virtuales lo hacen porque: tienen problemas de conexión, las clases quedan grabadas y pueden verlas en otro momento, no están motivados con sus estudios o les da flojera conectarse. Así también, se encontró asociación significativa, en faltar porque el docente es aburrido y que lea sus presentaciones o no los motive. © 2023, Estudios Pedagógicos. All Rights Reserved.
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Background: The level of mobility and general health has decreased among students in virtual classes during COVID-19 pandemic. The present cross-sectional study aims to investigate the mental and physical conditions related to inactivity among the students of Farhangian University during the virtual classes. Methods: This is a cross-sectional study. 475 students (214 females and 261 males) were selected as the statistical sample of the study based on Morgan's Table from Farhangian University, Iran. The statistical population includes students studying at Farhangian University of Mazandaran province that using Convenience Sampling the sample size based on Morgan's Table, 475 students consisting of 214 females and 261 males were randomly selected as the statistical sample of the study. The research instruments of this study include International Physical Activity Questionnaire, Saehan Caliper (SH5020), Coopersmith Self-Esteem Scale, Beck Depression Questionnaire, and Nordic Skeletal and Muscular Disorders Questionnaire. For data analysis, independent sample t-test was employed to compare two groups. All analyses were conducted using spss24 software. Results: With respect to students' skeletal-muscular disorders, findings proved that both genders suffered physical conditions during virtual classes. The research findings showed that the average weekly activity level among women is 634 Met/min with a standard deviation of ±281, and the average weekly activity level among men is 472 Met/min with a standard deviation of ±231. Fat percentage by gender, men's average fat percentage is 47.21% (S. D ± 4.74) and women's average fat percentage is 31.55% (S. D ± 4.37). Also, the self-esteem scores of male and female students were obtained 29.72 and 29.43, respectively, and the difference between the two was considered significant (p < 0.05). On the other hand, 67% (No. 25) of female students and 32% (No. 12) of male students suffered from high depression. Also, based on students' skeletal-muscular disorders, findings of our study showed that both genders suffered physical conditions during virtual classes. Conclusion: This study suggests increasing the level of physical activity to reduce body fat mass, increase mental health and reduce skeletal disorders, which can be properly accomplished through university planning and prioritizing the health of male and female students.
ABSTRACT
The COVID-19 pandemic has completely changed the social life as we have known so far. Lockdown-type control measures resulted in numerous limitations in the operation of public and non-public institutions as well as limitations in social, family and cultural life. The measures taken due to COVID-19 have had an immediate effect on higher education in Poland. The aim of the study was to find out what experiences were gained by students participating in distance education in Poland during the COVID-19 pandemic. The long-term study was conducted in two stages. The study included 290 participants who were studying in various types of universities in Poland. As a result of the research it was found that from the perspective of students, the biggest advantage of online education were logistical and organisational issues. The greatest limitations of online education were: absence of personal interaction with teachers and other students, difficulty in organising online classes based on students' activity and learning-by-doing, lack of standardisation of platforms used for online education at the university, too much workload for students requiring independent learning, and risk of health problems as a consequence of too long work at the computer. In the second semester of distance education during the pandemic, there was an increase in student satisfaction with online education, mainly due to the more frequent conducting of synchronously classes The crisis caused by the COVID-19 pandemic situation initiated the educational revolution in Poland. It appears that online education will remain an integral part of Polish higher education system, but it will not replace stationary education after the pandemic. © University of Deusto.
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The study aims at investigating the STEM faculty members' perspectives and challenges towards distance learning and virtual classes during COVID-19 outbreak. The results are compared with those of non-STEM faculty members from the same institution. Data collection was performed at the United Arab Emirates University in view of four demographic independent variables: Faculty Gender, Experience, Academic Rank, and Academic Track. The researchers adopted and implemented a questionnaire where its validity and reliability for collecting data have been verified. Mean, standard deviations, and one-way ANOVA tests were conducted. The results indicate that the overall of faculty members' perspectives towards distance learning and virtual classes and for both tracks (STEM, and humanities and social sciences) are Medium. The results do not show a significant difference at the level (α = 0.05) for the independent variables: gender, and experience. However, we observe significant differences for the academic track and academic rank. We notice some significant differences in favor of full professors and associate professors as compared to lecturers. We also observe some significant differences between STEM and non-STEM tracks in favor of the former one. The results show that the calculated means for the challenges in using distance learning and virtual classes for the STEM, and humanities and social sciences tracks are Weak. This indicates that there are no apparent challenges that hinder the effort in teaching. The results do not show a significant difference at the level (α = 0.05) for all independent variables: faculty gender, experience, academic rank, and academic track. The study concluded with few recommendations. The university should continue supporting the current efforts to provide all the requirements of teaching and learning via distance learning and virtual classes such as suitable infrastructure, internet, smart apps, and technical support. There is always a need for continuous updates of the teaching and learning platforms in line with ongoing development and training for instructors and students. © 2023,Turkish Online Journal of Distance Education.All Rights Reserved.
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The current outbreak of the coronavirus (COVID19) pandemic has affected education across the world. To meet the current challenges posed by COVID19, educational institutions (schools, colleges and universities) need to be more efficient in providing quality educational services virtually. Cloud computing and Internet of things (IOT) are such technologies that accomplishes this. In this work, we review the recent works related to the cloud technology and IOT in education system and explores its various benefits and challenges. Furthermore, this article examines recent work on the potential scope of IoT in the Education Sector. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
The present research aimed to describe the satisfaction of university students with virtual classes during the COVID-19 pandemic. The study corresponds to a quantitative approach, a non-experimental design and a comparative descriptive type. The sample was made up of 445 students from two Peruvian universities (public and private) to whom the Satisfaction Scale with Virtual Classes was applied, an instrument with adequate levels of reliability and validity. The results indicate that 51.9% of the students were partially satisfied with the virtual classes, 42% were satisfied and 6.1% were dissatisfied with this teaching modality. Among the positive aspects of the virtual classes are the evaluation system, the level of difficulty of the academic activities, the variety of additional resources used by the teachers and the organization of the courses. Likewise, it was found that there was a more favorable perception of virtual classes in students of a private university than in a public university. It was concluded that it is necessary to develop the didactic and technological competences of teachers so that they can optimize their pedagogical practice and thus improve the perception that students have towards virtual classes. © 2022, University of Cienfuegos, Carlos Rafael Rodriguez. All rights reserved.
ABSTRACT
The SARS-CoV-2 pandemic forced educational institutions worldwide to deploy virtual and hybrid classes as a unique option to continue with the teaching-learning process. However, these modalities imply important efforts on the part of teachers, students, and administrative staff to ensure the teaching-learning process quality. Considering the above, this research work carries out a qualitative interdisciplinary analysis using the focus group technique intending to determine the perceptions, challenges, trends, and trade-offs of the virtual and hybrid modalities during and after the SARS-CoV-2 pandemic. Our analysis involves various disciplines (e.g., pedagogical and andragogical, social-economic, ergonomic, educational technology, and product & service innovation perspectives). As a result, some particular findings of each perspective are shown. The results of this research work can help the body of technical knowledge related to the curricula design at different educational levels to increase the efficiency of hybrid and virtual classes. Finally, this research work has some limitations, therefore the findings presented are suggestive rather than definitive. © 2022 IEEE.
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Student satisfaction is a crucial determinant of success in online education, but studies on satisfaction with virtual classes during the COVID-19 outbreak are still scarce. This research contributes empirical evidence regarding the determinants of overall satisfaction with online classes and academic performance through the domain satisfaction approach. Additionally, we introduce to the psychological literature the two-layer model, a well-known econometric methodology, to estimate the effect of domain satisfaction while controlling the impact of unobserved individual differences. Our analyses are based on a cross-sectional sample of n = 648 Chilean university students (53.4% female) surveyed at the end of the first academic semester of 2021, during the lockdown mandated by the Chilean government due to the COVID-19 pandemic. Results show that satisfaction with the support provided by the university, satisfaction with learning, and satisfaction with the perceived quality of the online classes significantly explain the 68% of the variance of satisfaction with the virtual classes experience. Furthermore, satisfaction with academic performance is significantly explained by satisfaction with grades, learning, and the perceived quality of the online classes (R2 = .65). We also explore heterogeneous effects, separating them by gender and geographic area, and find that domains that systematically impact students' satisfaction with online education are satisfaction with grades, learning, and the quality of classes.
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The aim was to investigate and assess the acceptance of virtual classes among Arabic language student teachers during and beyond covid-19. Quantitative research is carried out with the aim to assess the acceptance of virtual classes among Arabic language student teachers during and beyond covid-19. It uses a survey-based methodology to obtain data from the respondents. An online questionnaire was used to collect data via Facebook and WhatsApp groups. 450 questionnaire responses were received. They were 300 males (66.6%), and 150 females (33.4%). Results indicated that the student behavioral intention to use educational technology is positively affected by perceived usefulness, perceived ease of use. PU, PEOU yielded a coefficient of multiple regression (R) of 0. 450 and a multiple correlation square of 0. 435. This shows that 43.5% of the total variance in student behavioral intention to use educational technology is accounted for by the combination of PU, PEOU. Efforts to integrate educational technology into teacher education and Arabic language student teachers education programs are necessary. [ FROM AUTHOR] Copyright of Postmodern Openings / Deschideri Postmoderne is the property of Lumen Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
With advent of technology, disruptive ideas are witnessed blowing minds daily. Who could have thought students learning on internet will be witnessed? Distance Learning in India for education in India initiated within Correspondence Courses in 1962, responding to an ever-increasing demand for education could not be met by traditional system (Suresh, n.d.). Since then, online learning has seen a revolution, and now there is Khan Academy, Coursera, LinkedIn Learning, Udemy, Udacity, Codec demy, eDX, etc., among various online learning platforms available at one's perusal. (MOOCs) are also examples of online learning options organizations are using to up skill their employees. In recent times, because of current COVID-19 situation, schools and colleges are facing a challenging time to provide quality education as they are unable to open their gates for students due to Government restrictions to contain spread of virus. This paper will discover influence of online education on students and what motivates them to pursue E-Learning. [ FROM AUTHOR] Copyright of Cardiometry is the property of Cardiometry and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
Introduction: In Chile the first case of COVID-19 was diagnosed on March 3, 2020 and on the eighteenth of the same month the president decreed state of catastrophe, so that classes at school and university level went from the presence to the virtuality. The present study aims to know the level of satisfaction of the virtual classes of the students of Physical Education. Methodology: Quantitative, non experimental, transversal. The sample consisted of 542 students of Physical Education from different study houses in Chile. The Satisfaction scale online classes was adapted and validated. Results: there are significant differences comparing theoretical and practical subjects, with theoretical chairs being better valued. Differences were also found by sex, where males have a more negative perception about virtual classes and when comparing by course, freshmen have a more positive perception about virtual classes in relation to higher courses. Conclusions: there is a resistance on the part of students to virtual classes in Physical Education, because, although significant differences were found between the theoretical and practical subjects, values were always around 3 on a scale of 1 to 5. Future research with other variables such as physical activity, stress levels and strategies for the teaching of Virtual Physical Education are necessary. Alternate :Introducción: En Chile el primer caso de COVID-19 fue diagnosticado el tres de marzo del 2020 y el día dieciocho del mismo mes el presidente decreto estado de catástrofe, por lo que las clases a nivel escolar y universitario pasaron de la presencialidad a la virtualidad. El presente estudio tiene como objetivo conocer el nivel de satisfacción de las clases virtuales de los estudiantes de Educación Física. Metodología: Cuantitativa, no experimental, transversal. La muestra estuvo constituida por 542 alumnos de Educación Física de diferentes casas de estudio de Chile. Se adaptó y validó la escala Satisfacción clases online. Resultados: existen diferencias significativas comparando las asignaturas teóricas y prácticas, siendo mejor valoradas las cátedras teóricas. También se encontraron diferencias por sexo, donde los varones poseen una percepción más negativa sobre las clases virtuales y al comparar por curso, los alumnos de primer año poseen una percepción más positiva sobre las clases virtuales en relación con los cursos superiores. Conclusiones: existe una resistencia por parte de los alumnos a las clases virtuales en la Educación Física, pues, si bien se encontraron diferencias significativas entre las asignaturas teóricas y prácticas, los valores siempre estuvieron alrededor de 3 en una escala de 1 a 5. Se hacen necesarias futuras investigaciones con otras variables como actividad física, niveles de estrés y estrategias para la enseñanza de la Educación Física virtual.Alternate :Introdução: No Chile, o primeiro caso de COVID-19 foi diagnosticado em 3 de março de 2020 e no dia 18 do mesmo mês o presidente decretou estado de catástrofe, para que as aulas de nível escolar e universitário passassem do presencial para a virtualidade . O presente estudo tem como objetivo conhecer o nível de satisfação das aulas virtuais de alunos de Educação Física. Metodologia: Quantitativa, não experimental, transversal. A amostra consistiu de 542 estudantes de Educação Física de diferentes casas de estudo no Chile. A escala de satisfação da aula online foi adaptada e validada. Resultados: há diferenças significativas na comparação das disciplinas teóricas e práticas, sendo as cadeiras teóricas mais valorizadas. Diferenças também foram encontradas por sexo, onde o sexo masculino tem uma percepção mais negativa das aulas virtuais e na comparação por curso, os alunos do primeiro ano têm uma percepção mais positiva das aulas virtuais em relação aos cursos superiores. Conclusões: há resistência por parte dos alunos às aulas virtuais de Educação Física, pois, embora tenham sido encontradas diferenças s gnificativas entre as disciplinas teóricas e práticas, os valores ficaram sempre em torno de 3 em uma escala de 1 a 5. Eram fazer necessárias pesquisas futuras com outras variáveis como atividade física, níveis de estresse e estratégias para o ensino de Educação Física virtual.
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The quarantines caused by the Covid-19, generated that thousands of university students had to abruptly abandon their classroom classes, and receive them in a virtual way. This sudden change caused a break in the daily life of thousands of university students, who were forced to use a teaching method that, although not new, was unusual at that time. This, initially generated a situation of rejection, stress and a perception of low quality classes that were received in a virtual way. However, with the passage of time, there was a need to know the perception of students about the quality of their virtual classes, but once the mandatory quarantine ended, because the literature has been focused only during the quarantine period. On the other hand, most studies on this topic have focused on developed countries, so there is little literature on the perception of virtual classes, taken by students from South America, whose countries have economic, social and technological characteristics, very different from developed countries. Based on the above, this study analyzes the perceptions of 867 students from 12 private business schools in the city of Bogota, Colombia. The data processed through PLS, allows us to observe that students have changed their negative perception towards virtual classes, and that, at present, these classes are considered of quality. Similarly, we can see that satisfaction, the willingness to continue using this methodology in the future, and the good performance of the university brand, are direct results of the quality of virtual classes.
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COVID-19 pandemic and the following preventive measures required a transition from the traditional face to face learning methods to the online ones. The study aimed to investigate the EFL Learners’ perceptions about virtual classes during the pandemic in Hafr Al Batin University in Saudi Arabia. In the study, a quantitative research method was adopted. It aims at assessing EFL learners’ perspectives towards virtual classes and the main benefits gained from them. The participants were composed of randomly selected a hundred and thirty-four Saudi female undergraduate EFL students at the University of Hafr Al Batin. Th data were collected via a thirty-item questionnaire developed by the researcher. The results revealed that the EFL learners at Hafr Al Batin University were positively disposed toward virtual classes. The merits of virtual classes that the participants cite were efficient communication, immediate feedback, and exciting teaching methods and materials. The study recommended virtual classes for learning and teaching in EFL environments like Saudi Arabia © 2022. Pegem Egitim ve Ogretim Dergisi.All Rights Reserved
ABSTRACT
The current study was prompted by the sudden appearance of COVID-19 pandemicwhich changed the system of education globally. Successive students' perspectives were noticed in Saudi universities through adopting online platform to sustain the learning process. Therefore, this study is concerned with addressing the challenges that L2 learners face while accessing online learning platform and with its efficiency, motivationand their perspectives. This study employed an analytical research design. Data were collected via Saudi universities through a questionnaire. This study assigned to 128 L2 learners purposively sampled. Results reported that the majority of respondents admit the positivity of the online learning. However, challenges are still prevalent in accessing the apps and interacting successfully. The study proposes strategies to create safe, supportive and challenging learning environments through modifying new policies concerning online motivation, engaging students and developing them as learners along with periodic training for teachers on the different aspects of online education. Further, education policymakers, schools and universities should pay more attention for successive training to enhance instructors' technology and communicative competencies. Besides, innovative virtual teaching strategies are highly demanded for both instructors and L2 learners. Managing the classrooms virtually in pandemics needs more attention and polices to follow.
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The world is reeling in the midst of the novel corona virus pandemic with fear of rising toll due to the deadly virus. This situation caused complete lockdown in many countries thus posing one of the biggest challenges to educational institutions and academicians to continue the teaching learning process involving students. E-learning system is very important to ensure successful delivery, effective use, and positive impacts on learners. In order to engage learners while at home as well as to utilise their time and complete syllabi, the process of teaching-learning and assessment need to be streamlined. However, while doing so, the institution should keep in mind various skills related as well as infrastructure related constraints on the part of school, teacher, student and parents. But, in reality, majority of the institutions are conducting online classes in urgency regardless of skill and experiences of concerned teachers and students. It is even more challenging when teachers and academicians alike are not well trained at technological tools for virtual/online classes. Students at large are also not acquainted with technologies and much help can’t be expected from their parents in this regard. The goal of this chapter is to investigate students’ opinions for virtual classes focusing on their learning and behaviour during COVID-19. The said study is validated through the student satisfaction survey involving directly students from different institutions. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
Introduction. University teachers have had to face the changes demanded by virtual educa-tion in times of the COVID-19 pandemic. Therefore, the objective was to determine whether adaptation to virtual classes and workload predict professional self-efficacy in university teachers. Method. associative-predictive study, with the participation of 321 university teachers (55.5% male and 44.5% female) from two Peruvian universities (22.4% state and 77.6% pri -vate), between 26 and 66 years of age, selected under a non-probabilistic purposive sampling. The evaluation was carried out using a scale of adaptation to virtual classes, a workload scale and a professional self-efficacy questionnaire. A structural equation model was estimated us-ing SPSS Amos 22.0 statistical software. Results. Correlation analysis showed significant associations between the study variables (p < .05). For the SEM model, the goodness-of-fit indicators were very good (chi 2= 380.68, with 143 gl, and a p value < .001, CFI = .956 IFI= .957;NFI= .932;GFI= .891;TLI = .948;RMSEA= .072). Thus, it is possible to determine that there is a statistically significant effect of adapta-tion and workload on professional self-efficacy. Discussion or Conclusion. The level of adjustment to virtual teaching and the perception of work overload are factors that influence university teachers' confidence in their pedagogical abilities. It is concluded that adjustment and workload predict professional self-efficacy in Peruvian university teachers.
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The COVID-19 pandemic has impacted nearly all aspects of daily life, including academic experiences for college students. While studies have highlighted the various barriers to virtual learning and with many institutions adopting a mix of synchronous and asynchronous options, there is limited evidence of what is ideal for students dealing with the ongoing challenges of the pandemic. This exploratory study uses mixed methods to assess the perception of college students on the type of virtual learning, their opportunities for engagement and expectations of post pandemic education at a Hispanic Serving Institution. The findings highlight emergent themes including resources, communication, empathy, workload, and academic-life balance. Students’ voices recommend preference for hybrid as the most popular, synchronous courses over asynchronous, and suggest students’ sense of empathy for faculty, their workload substantially increased than face-to-face instruction [ FROM AUTHOR] Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
This study aims to examine learners' attitudes at the Arabic Language Institute at King Abdulaziz University towards online collaborative writing during the Covid-19 Pandemic. The study was conducted in the first semester of the academic year 2021/2022. The study participants are students from the language Institute of King Abdul-Aziz University, Saudi Arabia. Forty-three students (19 males and 24 females) constituted the study population. The researcher administered a 30-item questionnaire. The results revealed that the participants held positive attitudes towards utilizing online collaborative writing activities. Moreover, they enjoyed the experience and considered online collaborative activities to be worthwhile experience. Additionally, they indicated that it improved their fluency and accuracy in writing and vocabulary use. However, they listed some challenges like lack of time and lack of equal participation from all participants. Finally, the researcher concluded with some recommendations.