Empowering E-learning: Solutions for Educational Continuity in the UAE during COVID-19

Autori

  • Khaleel Alarbi College of Education, Al Ain University, United Arab Emirates (UAE). Autore
  • Wafa’ A. Hazaymeh College of Education, Al Ain University, United Arab Emirates (UAE). Autore
  • Najeh Alsalhi Education Department, College of Arts, Humanities, and Social Sciences, University of Sharjah, Sharjah, UAE. Autore
  • Maitha al Mansoori College of Education, United Arab Emirates University (UAEU), Al Ain, UAE. Autore
  • Badriya Al Sadrani College of Education, United Arab Emirates University (UAEU), Al Ain, UAE. Autore
  • Abdallah Qusef Princess Sumaya University for Technology, Amman, Jordan. Autore
  • Bushra Alakashee Education Department, College of Arts, Humanities, and Social Sciences, University of Sharjah, Sharjah, UAE. Autore
  • Younis Alhosani College of Education, United Arab Emirates University (UAEU), Al Ain, UAE. Autore

DOI:

https://doi.org/10.14516/844gbt56

Parole chiave:

Remote Learning, Distance Learning, Traditional Classroom, Educational Institutes.

Abstract

The COVID-19 pandemic resulted in extended school closures and unexpected disruptions to educational processes. The education system in the UAE was compelled to respond rapidly to ensure continuity of learning. This study investigates the impact of remote learning on the performance of educational institutions. Data were gathered from 307 schoolteachers and administrators across the UAE, and the empirical data were analysed using JASP version 0.19.0.0. The f indings demonstrate that remote learning significantly influenced institutional performance within the UAE’s education sector. The study offers recommendations for improving learning outcomes and fortifying the education system against future crises, providing valuable insights for policy formulation during emergencies.

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Pubblicato

2024-07-01

Fascicolo

V. 11 N. 1 (2024)

Sezione

Articles