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.

Navigating COVID-19: Female Ph.D. Students Coping with Family, Academic, and Job Duties

In response to the COVID-19 outbreak, many governments introduced lockdown measures in which people were expected to work and study from their homes. Schools, daycares, and extracurricular programs were temporarily closed. All students from primary to the post-graduate level were transferred to online learning. This shift added a tremendous burden and additional workload for parents who were supposed to combine their own work and supervision of the online studies of their children from home. Recent research confirmed that women took more responsibilities for household chores and care of children during the pandemic. We conducted a study on female doctoral students because women in this demographic tend to have families by that age, pursue their graduate studies, and are often involved in full-time and part-time jobs to contribute to their family income. We suggest that the gender equality sustainable development goal can be achieved through doctoral education, opportunities for combining academic careers with family responsibilities to women;and the support of women in the knowledge-based economy. Thus, the purpose of this study is to explore female Ph.D. students' lived experiences under the pressure of the pandemic and investigate the main strategies of coping with the multiple duties they had. This case study applies a qualitative methodology, interpretative phenomenological approach. The data source is the in-depth semi-structured interviews with six female Ph.D. students who comprised a homogenous and purposeful sample as they shared the same experience.