التحديات التقنية و النفسية لتفعيل التعليم عن بعد لمواجهة جائحة كورونا لدي أعضاء هيئة تدريس و طلاب جامعة بيشة

Abstract EN

Summary of the study: The current study aimed revealing the technical and psychological challenges facing Bisha faculty members and student in activating e-learning and distance education in order to cope with the Corona Virus pandemic at University of Bisha, as well as to reveal the differences between faculty members in addressing those challenges depending on gender and specialization variables.

The study was conducted on a sample of 343 faculty members and (1881) female and male students.

The results indicated that there are no statistically significant differences in the two themes of the study, the technical and psychological challenges, that are due to the nature of the faculty, while there are statistically significant differences on the overall score of the two themes of the study attributable to the gender in favor of females.

The most prominent challenges indicated from the results of the study, which are facing the student were: lack of technology awareness and integrated perception, lack of adequate training on using computer and internet technologies, concern about the wrong use of the internet, constant fear of access to uncertified or non-educational sites, dispersion, anxiety and lack of focus, fear of the momentum of information and the large amount of materials available on e-training platforms, technical problems such as internet outages or sudden power outages that prevent student's ability to continue, lack of direct contact with the teacher, lack of acceptance of many students the idea of full engagement in e-learning, negative psychological effects of the domestic quarantine and the lack of ease of accepting the idea of "staying at home" entirely, which reflected on the resistance to this transformation.

The most important challenges facing the faculty members were: how to manage classes, continuous evaluation process through the design of appropriate activities and duties, design of content, abandonment of traditional “teacher” control, in content-based education, dealing with disparities of individual levels and differences within the content-based classes, specialization and experience, developing a personal learning environment, and lack of infrastructure equipment, The study recommends the need to upgrade training on the latest modern technological means to provide a distinct level of education, use the teacher for interactive learning methods and strategies in e-learning environments with regard to (motivation, employing thinking skills, active learning methods), as well as activating academic and psychological guidance and e-psychology for students.