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Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE

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  • Hussein, Elham
  • Daoud, Sumaya
  • Alrabaiah, Hussam
  • Badawi, Rawand

Abstract

This qualitative study aims to investigate the attitudes of undergraduate students towards their experience with emergency online learning during the first few weeks of the mandatory shift to online learning caused by COVID-19. Students from two general English courses at a university located in Abu Dhabi in United Arab Emirates were asked to write semi-guided essays during the week preceding the final exams of the second semester of the academic year 2019–20. A sample of these essays was analyzed using open coding. Findings revealed that cost- and time-effectiveness, safety, convenience and improved participation were the most frequently cited positive aspects of the emergency online learning experience, while distraction and reduced focus, heavy workload, problems with technology and the internet, and insufficient support from instructors and colleagues were the most recurrent negative aspects. The findings of the study help instructors and institutions understand students’ attitudes regarding online learning under abnormal circumstances. A number of recommendations informed by the interpretation of the participants’ feedback are offered to assist instructors, administrators and policy makers improve future online learning experiences.

Suggested Citation

  • Hussein, Elham & Daoud, Sumaya & Alrabaiah, Hussam & Badawi, Rawand, 2020. "Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE," Children and Youth Services Review, Elsevier, vol. 119(C).
    • Handle: RePEc:eee:cysrev:v:119:y:2020:i:c:s0190740920321228
    DOI: 10.1016/j.childyouth.2020.105699
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    4. Rozina Afroz & Nurul Islam & Sajedur Rahman & Nusrat Zerin Anny, 2021. "Students’ and teachers’ attitude towards online classes during Covid-19 pandemic: A study on three Bangladeshi government colleges," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 10(3), pages 462-476, April.
    5. Fangfei Li & Tinghe Jin & Palitha Edirisingha & Xi Zhang, 2021. "School-Aged Students’ Sustainable Online Learning Engagement during COVID-19: Community of Inquiry in a Chinese Secondary Education Context," Sustainability, MDPI, vol. 13(18), pages 1-20, September.
    6. Cheselle Jan Roldan & Yogi Tri Prasetyo & Ardvin Kester S Ong & Irene Dyah Ayuwati & Satria Fadil Persada & Reny Nadlifatin, 2024. "Copywriters’ preference evaluation on online copywriting course attributes during the COVID-19 pandemic," PLOS ONE, Public Library of Science, vol. 19(5), pages 1-17, May.
    7. Petar Vrgović & Jasmina Pekić & Milan Mirković & Andraš Anderla & Bojan Leković, 2022. "Prolonged Emergency Remote Teaching: Sustainable E-Learning or Human Capital Stuck in Online Limbo?," Sustainability, MDPI, vol. 14(8), pages 1-30, April.
    8. Cleofas, Jerome Visperas, 2023. "Internet access as a moderator of mental health and satisfaction with life during the COVID-19 pandemic: Evidence from young Filipino undergraduates from income-poor households," Children and Youth Services Review, Elsevier, vol. 155(C).
    9. Maqableh, Mahmoud & Alia, Mohammad, 2021. "Evaluation online learning of undergraduate students under lockdown amidst COVID-19 Pandemic: The online learning experience and students’ satisfaction," Children and Youth Services Review, Elsevier, vol. 128(C).

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