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Learners’ Perception of Virtual Learning Amidst COVID-19

Dr. Intakhab Alam Khan, , , ,
Affiliations
Faculty of Applied Studies, King Abdulaziz University, Jeddah- Saudi Arabia,
:10.22362/ijcert/2020/v7/i06/v7i0603


Abstract
Background: paper intends to explore students’ perceptions of virtual learning amidst COVID-19. It also elicits information about an alternative e-learning strategy which is perhaps the only option left after an official call for social distancing. The research was initially undertaken to find out the pedagogic relevance of virtual learning as a novel teaching strategy. Hence it is essential to mention that King Abdul-Aziz university-Jeddah has been utilizing technology and e-learning/blended learning technique for around 11 years. Method of the study The study is qualitative-descriptive. Data collected through an adapted questionnaire was qualitatively analysed to achieve the research objectives. The sample was taken from a government university in Saudi Arabia. Findings & Conclusions The results show that many students think distance or e-learning was a good experience. However, they felt a lot other personal, pedagogic and technical issues. All of them agreed that distance learning as a mode of education could be both useful and innovative, yet it poses many challenges during successful implementation for achievement of objectives. Implications Based on the findings the researcher recommends that distance learning can be made more relevant, effective and quality - oriented if teachers are well trained, students are motivated and administration is supportive.


Citation
Dr Intakhab Alam Khan."Learners’ Perception of Virtual Learning Amidst COVID-19 ". International Journal of Computer Engineering In Research Trends (IJCERT), ISSN:2349-7084, Vol.7, Issue 06,pp.19-28, June - 2020, URL:http://ijcert.org/ems/ijcert_papers/V7I603.pdf,


Keywords : COVID-19, virtual learning, e-learning, distance learning, perception, social distancing

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DOI Link : https://doi.org/10.22362/ijcert/2020/v7/i06/v7i0603

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