Is the Emergency Distance Teaching ‎Experience Different in Postgraduate ‎Programs?: Students' Voices

ABSTRACT

This study evaluates emergency remote teaching for postgraduate programs. A descriptive-analytic ‎method was used, including quantitative and qualitative tools. A questionnaire (N = 144) was ‎administered based on the context, input, process, and product (CIPP) model for evaluation, and semi-‎structured interviews (N = 6 participants) were conducted to provide a comprehensive depiction ‎incorporating participants’ views from three Saudi universities. The results revealed participants had a ‎positive bias regarding their experience;the results were similar to those of a number of studies but ‎revealed increased consistency of distance learning characteristics, specifically, data, exceptions, and ‎objectives of higher stages. This study also revealed several transitive and positive effects along with ‎challenges that seem to confront not only emergency distance teaching but the whole experience of ‎distance learning.‎