Barriers of e- learning that faced University members and students in university and public education in Shaqra Governorate (a comparative study of the barriers at the beginning of the Corona pandemic and after a year of the pandemic)

Abstract

The study aimed to compare the barriers of e- learning during the Corona pandemic (Covid- 19) in Shaqra governorate from the point of view of the instructors at the university and in general education, as well as from the point of view of students in the University and public education, at the beginning of the corona pandemic and a year after the pandemic, So that, the questionnaires were prepared for this purpose, the researcher used the descriptive analytical method. The study found the following: the barriers related to infrastructure and equipment came in the first place of the barriers, while the barriers associated with students ranked third and last, And by comparing the barriers from the point of view of the instructors and the students’ point of view at the beginning of the pandemic and after a year has passed, we find the following: slow connection to the system, frequent internet interruptions during use, difficulty of applying e- learning in subjects that require practical skills, difficulty in following students individually, Lack of incentives for instructors, lack of e- learning for a method of interaction and direct communication between the teacher and the student, the lack of ability and competence to use the English language) these items obtained a high degree of the barriers, whether at the beginning of the pandemic or after a year passed, as the study concluded with regard to instructors that there were no statistically significant differences attributable to qualification and specialization, while there were statistically significant differences attributed to gender, courses and stage of teaching, at the beginning of the Corona pandemic and a year after the pandemic, are no statistically significant differences due to gender, courses and specialization, while there are statistically significant differences due to academic qualification. With regard to students, the study also found that there are no statistically significant differences due to gender, taking courses in technology and age, while there are statistically significant differences attributable to the school stage at the beginning of the Corona pandemic. After a year, there are no significant differences for any of the variable the study recommends opening more channels of communication with students, and integrating synchronous and asynchronous education.