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The Design of Tasks to Suit Distance Learning in Emergency Education

Author

Listed:
  • Wajeeh Daher

    (Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine)

  • Amnah Abo Mokh

    (Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine)

  • Shaheen Shayeb

    (Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine)

  • Reema Jaber

    (Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine)

  • Khitam Saqer

    (Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine)

  • Iman Dawood

    (Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine)

  • Maysa Bsharat

    (Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine)

  • Mohammad Rabbaa

    (Department of Educational Sciences, An-Najah National University, Nablus P.O. Box 7, Palestine)

Abstract

Researchers are interested in task design in distance learning. This task design is critical in emergency education that uses distance learning. The present research investigated mathematics and science teachers’ task design in distance learning during the emergency education due to COVID-19. Fourteen teachers participated in the research: seven mathematics teachers and seven science teachers. The data collection tool was the interview, and the data analysis tools were deductive and inductive content analysis, where the deductive analysis was based on the didactic situation framework. The research results indicated that the participating teachers could utilize the technological tools to design tasks that encourage the students’ devolution regarding the activities that they carry out. Furthermore, the use of the potentialities of the distance learning platforms enabled successful communication between the participants in the didactic situation. It is recommended that quantitative research is used to investigate the ways in which the various components in the design could affect students’ learning.

Suggested Citation

  • Wajeeh Daher & Amnah Abo Mokh & Shaheen Shayeb & Reema Jaber & Khitam Saqer & Iman Dawood & Maysa Bsharat & Mohammad Rabbaa, 2022. "The Design of Tasks to Suit Distance Learning in Emergency Education," Sustainability, MDPI, vol. 14(3), pages 1-17, January.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:3:p:1070-:d:727265
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    References listed on IDEAS

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    1. Rabab Hamdan & Wafaa Ashour & Wajeeh Daher, 2021. "The Role of the E-Learning Departments in Controlling the Quality of Electronic Assessments in Palestinian Universities during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(21), pages 1-12, October.
    2. Ahmad Amer & Wajeeh Daher, 2019. "Moodle quizzes as a teaching tool in English for academic purposes course," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 25(1), pages 35-49.
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    Cited by:

    1. Anna Shutaleva & Ekaterina Kuzminykh & Anastasia Novgorodtseva, 2023. "Youth Practices of Reading as a Form of Life and the Digital World," Societies, MDPI, vol. 13(7), pages 1-21, July.
    2. Xiangfei Ma & Inna Gryshova & Iryna Koshkalda & Anastasiia Suska & Rymma Gryshova & Alona Riasnianska & Olga Tupchii, 2022. "Necessity of Post-War Renewal of University Teachers’ Potential in Terms of Sustainable Development in Ukraine," Sustainability, MDPI, vol. 14(19), pages 1-19, October.

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