Transition to Distance Learning: Student Experience and Communication during the COVID-19 Pandemic in the United Arab Emirates

The COVID-19 pandemic in 2020 prompted higher education institutions in the United Arab Emirates (UAE) to switch to online learning for the safety of their citizens. The main purpose of this study is to determine the relationship between four indicators of digital learning experience and the intensity of student socio-pedagogical communication after the transition to distance learning. The data were collected from Ajman University, a private university in the UAE, during the spring of 2020. The sample consisted of 381 students who were surveyed using an online survey tool or email. First, this study found that the majority of students had access to digital tools and the Internet;however, a small number struggled with weak and unreliable Internet connection. Most students had a moderate to high ability to use digital technology, but some encountered difficulties and required assistance. Most students utilised digital communication tools for over five hours daily. The study also found a general lack of digital competency among students and difficulties in using digital tools for remote learning, highlighting the importance of investing in the development of digital skills. The study also found an intensification of social relationships and an increase in communication frequency between students and instructors;however, inadequate instructor–student communication remained a challenge. Finally, the multiple linear regression model showed that indicators such as the communication dimension of the lessons and the participatory nature of the courses positively impacted the intensity of student communication after the transition to distance learning.

E-Learning Service Quality During COVID-19 Pandemic from Postgraduate Students' Perspective in Jordan

The study aimed to define E- Learning Service Quality from Postgraduate Students Perspective in Jordan during COVID-19 pandemic. To achieve the study purpose, the researcher used the descriptive methodology survey. The study instrument was built and it contained three domains and was applied on the study sample which consisted of (214) from Postgraduate Students (male &female). The study results indicated that the E- Learning Service Quality from Postgraduate Students Perspective in Jordan obtained an overall mean of (3.43) with a medium degree. However, on the secondary areas the level of student ranked first with mean of (3.68) which was high;in the second rank came the field of Student Environment with mean of (3.29) which was medium. In the last rank came the domain of educational course with an arithmetic mean of (3.27) which was medium. The results of the study indicated that there are no differences between the means of the E- Learning Service Quality from Postgraduate Students Perspective in Jordan referred to (Gender) for the student and educational course, but there are difference for educational environment refer to males. Also, the study indicated that there are no differences between the means of the E- Learning Service Quality from Postgraduate Students Perspective in Jordan refer to specialization. In the light of the study results, a number of recommendations were proposed.

Implementation of E-exams during the COVID-19 pandemic: A quantitative study in higher education.

The primary aim of this study was to identify the degree of acceptance of e-exams by undergraduate students at Ajman University during the spread of the COVID-19 pandemic. The study used the descriptive approach. A questionnaire consisting of 27 items was distributed to 1986 undergraduate students. The results of the study showed that undergraduate students demonstrated a moderate degree of acceptance of the implementation of e-exams during the spread of the COVID-19 pandemic, with females students finding them more acceptable than male students. Discipline and academic year also showed an impact on such acceptance, with Pharmacy & Health Science College students, and those in their third academic year demonstrating the highest levels of acceptance. Implications of the study raise awareness of the importance of addressing challenges associated with e-exams such as strict computer technology settings.