Challenges of Online Learning Systems during COVID-19 in the UAE universities and its Effect on Business Students’ Academic Performance
DOI:
https://doi.org/10.47672/ajodl.757Keywords:
United Arab Emirates (UAE), online learning, E-assessment, COVID-19 Pandemic, Challenges of online learningAbstract
Purpose: All educational institutions in the United Arab Emirates (UAE) were obliged to remain closed during the COVID-19 pandemic and use online learning instead. This transformation, accelerated the usage of online learning and has placed more challenges to the higher education institutions in terms of students’ academic performance. This paper empirically investigates the factors that were imposed during the COVID-19 pandemic to these online learning systems. E-assessment and social challenges are factors that need to be addressed as they had not been extensively studied before the pandemic.
Methodology: This study was designed as a quantitative research study using the convenience sampling technique to select students. The data was collected using online surveys distributed amongst undergraduate students in different business colleges around the UAE. The research model was assessed based on an analysis of 202 undergraduates’ students. The data collected was analyzed using IBM SPSS statistics 26, and Smart PLS Structural Equation Modeling.
Findings: The results indicate that teaching challenges negatively affect students' performance, while the factors influencing the greatest impact are the assessment, technical, social, and communication challenges on UAE Business students’ online learning and academic performance during COVID-19 pandemic.
Unique contribution to theory, practice and policy: this study provides a valuable perspective for understanding and explaining the challenges of student online learning and academic performance, as it emphasizes and recommends a reviewing of the teaching methodologies and tools to align with present-day online teaching and learning. Training is essential in order to enhance the academic staff’s qualifications and technical skills during the COVID-19 ongoing situation.
Downloads
References
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/jpsp.2020261309
Ahmad Uzir, N. A., Gašević, D., Matcha, W., Jovanović, J., & Pardo, A. (2019). Analytics of time management strategies in a flipped classroom. Journal of Computer Assisted Learning, 36(1), 70–88. https://doi.org/10.1111/jcal.12392
Al‐Hawari, M. A., & Mouakket, S. (2010). The influence of technology acceptance model (TAM) factors on students' e‐satisfaction and e‐retention within the context of UAE e‐learning. Education, Business and Society: Contemporary Middle Eastern Issues, 3(4), 299–314. https://doi.org/10.1108/17537981011089596
Al Hamad, A. Q. M. (2020). Acceptance of e-learning among university students in UAE: A practical study. International Journal of Electrical and Computer Engineering (IJECE), 10(4), 3660–3671. https://doi.org/10.11591/ijece.v10i4.pp3660-3671
Alsadoon, H. (2017). Students’ perception of e-learning assessment at Saudi Electronic University. The Turkish Online Journal of Educational Technology, 16(1), 147–153. https://files.eric.ed.gov/fulltext/EJ1124924.pdf
Al Shboul, Y., Al Sghaier, H., Alenezi, M., & Akour, M. (2020). The COVID-19 pandemic: When e-learning becomes mandatory not complementary. International Journal of Technology Enhanced Learning, 1(1), 1. https://doi.org/10.1504/ijtel.2020.10034006
Almaiah, M., & Al Mulhem, M. (2005). A conceptual framework for determining the success factors of e-learning system implementation using delphi technique. Journal of Theoretical and Applied Information Technology, 96(17), 5962–5976.
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 1–20. https://doi.org/10.1007/s10639-020-10219-y
Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies. https://doi.org/10.1108/AEDS-06-2020-0131
Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(1), 392. https://doi.org/10.1186/s12909-020-02312-0
Bandele, S. O., Oluwatayo, J. A., & Omodara, M. F. (2015). Opinions of undergraduates on the use of electronic examination in a Nigerian University. Mediterranean Journal of Social Sciences, 6, 75–81. https://doi.org/10.5901/mjss.2015.v6n2s1p75
Bek, H. (2017). Understanding the effect of loneliness on academic participation and success among international university students. Journal of Education and Practice, 8(14), 46–50.
Benson, A. D. (2003). Assessing participant learning in online environments. New Directions for Adult and Continuing Education, 2003(100), 69–78. https://doi.org/10.1002/ace.120
Brammer, S., & Clark, T. (2020). COVID‐19 and management education: Reflections on challenges, opportunities, and potential futures. British Journal of Management, 31(3), 453–456. https://doi.org/10.1111/1467-8551.12425
Blasco-Arcas, L. , Buil, I. Hernández-Ortega, B. Sese, F. J (2013) Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computer and Education (2013)-102-110 . https://www.researchgate.net/publication/257171477_Using_clickers_in_class_The_role_of_interactivity_active_collaborative_learning_and_engagement_in_learning_performance
Byrnes, K. G., Kiely, P. A., Dunne, C. P., McDermott, K. W., & Coffey, J. C. (2021). Communication, collaboration and contagion: "Virtualisation" of anatomy during COVID-19. Clinical Anatomy (New York, N.Y.), 34(1), 82–89. https://doi.org/10.1002/ca.23649
Chang, C. T., Hajiyev, J., & Su, C. R. (2017). Examining the students’ behavioral intention to use e-learning in Azerbaijan? The general extended technology acceptance model for e-learning approach. Computers & Education, 111, 128–143. https://www.semanticscholar.org/paper/Examining-the-students'-behavioral-intention-to-use-Chang-Hajiyev/f642684d856ee9212809c52054b51a4ec0f37bb4
Chen, H. R., & Tseng, H. F. (2012). Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and Program Planning, 35(3), 398–406. https://doi.org/10.1016/j.evalprogplan.2011.11.007
Choi, H. J., & Park, J. H. (2006). Difficulties that a novice online instructor faced: A case study. Quarterly Review of Distance Education, 7(3), 317–322.
Crawford, J. A., Butler-Handerson, K., Jurgen, R., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lan, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1). https://doi.org/10.37074/jalt.2020.3.1.7
Crawley, F. E., Fewell, M. D., & Sugar, W. A. (2009). Researcher and researched: The phenomenology of change from face-to-face to online instruction. Quarterly Review of Distance Education, 10(2), 165–176.
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students' social networks and mental health before and during the COVID-19 crisis in Switzerland. PLoS One, 15(7), e0236337. https://doi.org/10.1371/journal.pone.0236337
Eltahir, M. E. (2019). E-Learning in developing countries: Is it a panacea? A case study of Sudan. IEEE Access, 7, 97784–97792. https://doi.org/10.1109/access.2019.2930411
Elzainy, A., El Sadik, A., & Al Abdulmonem, W. (2020). Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University. Journal of Taibah University Medical Sciences, 15(6), 456–462. https://doi.org/10.1016/j.jtumed.2020.09.005
Esposito, S., & Principi, N. (2020). School closure during the coronavirus disease 2019 (COVID-19) pandemic. JAMA Pediatrics, 174(10), 921–922. https://doi.org/10.1001/jamapediatrics.2020.1892
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176, 107290. https://doi.org/10.1016/j.comnet.2020.107290
Feng, S., Wong, Y.K., Wong, L.Y. & Hossain, L. (2019). The Internet and Facebook Usage on Academic Distraction of College Students. Computers & Education, 134(1), 41-49. Elsevier https://www.learntechlib.org/p/208180/.
Gamage, K. A. A., de Silva, E. K., & Gunawardhana, N. (2020). Online delivery and assessment during COVID-19: Safeguarding academic integrity. Education Sciences, 10(11), 301. https://doi.org/10.3390/educsci10110301
Gonzalez, T., de la Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M. (2020). Influence of COVID-19 confinement on students' performance in higher education. PLoS One, 15(10), e0239490. https://doi.org/10.1371/journal.pone.0239490
Gürsul, F., & Keser, H. (2009). The effects of online and face to face problem based learning environments in mathematics education on student's academic achievement. Procedia - Social and Behavioral Sciences, 1(1), 2817–2824. https://doi.org/10.1016/j.sbspro.2009.01.501
Hair Jr, J. F., Sarstedt, M., Hopkins, L., & Kuppelwieser, V. G. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research. European Business Review, 26(2), 106–121. https://doi.org/10.1108/ebr-10-2013-0128
Hassanien, M. A., Al-Hayani, A., Abu-Kamer, R., & Almazrooa, A. (2013). A six step approach for developing computer based assessment in medical education. Medical Teacher, 35(sup1), S15–S19. https://doi.org/10.3109/0142159x.2013.765542
Hidayat, D., Anisti, A., Purwadhi, P., & Wibawa, D. (2020). Crisis management and communication experience in education during the COVID – 19 pandemic in Indonesia. Jurnal Komunikasi: Malaysian Journal of Communication, 36(3), 67–82. https://doi.org/10.17576/jkmjc-2020-3603-05
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., Wang, H. H., Zhang, M., Lu, H., Gao, B., Cai, Z., Liu, M., Cheng, W., Cheng, Q., Yin, X., Zhuang, R., Berrada, K., Burgos, D., Chan, C., Chen, N. S., Cui, W., . . . Zhao, J. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Smart Learning Institute of Beijing Normal University.
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
Jovanovic, J., Mirriahi, N., Gašević, D., Dawson, S., & Pardo, A. (2019). Predictive power of regularity of pre-class activities in a flipped classroom. Computers & Education, 134, 156–168. https://doi.org/10.1016/j.compedu.2019.02.011
Kanwal, F., & Rehman, M. (2017). Factors affecting e-learning adoption in developing countries–empirical evidence from Pakistan’s higher education sector. IEEE Access, 5, 10968–10978. https://doi.org/10.1109/access.2017.2714379
König , J. Jäger-Biela, D.J. & Glutsch, N. (2020): Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany, European Journal of Teacher Education, https://doi.org/10.1080/02619768.2020.1809650
Kaur, G. (2020). Digital Life: Boon or bane in teaching sector on COVID-19. CLIO an Annual Interdisciplinary Journal of History, 6(6), 416–427.
Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4–29. https://doi.org/10.1177/0047239516661713
Kenan, T., Abdussalam, E., Pislaru, C., & Restoum, M. (2013). A study on the impact of ICT on collaborative learning processes in Libyan higher education. International Journal of Learning, Teaching and Educational Research, 10(1), 172–190.
Labrague, L. J., De los Santos, J. A. A., & Falguera, C. C. (2021). Social and emotional loneliness among college students during the COVID‐19 pandemic: The predictive role of coping behaviors, social support, and personal resilience. Perspectives in Psychiatric Care. https://doi.org/10.1111/ppc.12721
Larmuseau, C., Desmet, P., & Depaepe, F. (2018). Perceptions of instructional quality: Impact on acceptance and use of an online learning environment. Interactive Learning Environments, 27(7), 953–964. https://doi.org/10.1080/10494820.2018.1509874
Lederman, D. (2020, March 18). Will shift to remote teaching be boon or bane for online learning? Inside Higher Ed. https://www.insidehighered.com/digital-learning/article/2020/03/18/most-teaching-going-remote-will-help-or-hurt-online-learning
Li, Chi-Sing; Irby, Beverly (2008) An Overview of Online Education: Attractiveness, Benefits, Challenges, Concerns and Recommendations College Student Journal, v42 n2 p449-458 Jun 2008. https://eric.ed.gov/?id=EJ816925
Liang, X., & Creasy, K. (2004). Classroom assessment in web-based instructional environment: Instructors’ experience. Practical Assessment, Research, and Evaluation, 9, 7. https://doi.org/10.7275/84mr-wp41
Liguori, E., & Winkler, C. (2020). From offline to online: Challenges and opportunities for entrepreneurship education following the COVID-19 pandemic. Entrepreneurship Education and Pedagogy, 3(4), 346–351. https://doi.org/10.1177/2515127420916738
Liu, I. F., Chen, M. C., Sun, Y. S., Wible, D., & Kuo, C. H. (2010). Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community. Computers & Education, 54(2), 600–610. https://doi.org/10.1016/j.compedu.2009.09.009
Mahdy, M. A. A. (2020). The impact of COVID-19 pandemic on the academic performance of veterinary medical students. Frontiers in Veterinary Science, 7, 594261. https://doi.org/10.3389/fvets.2020.594261
Mailizar, M., Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860. https://doi.org/10.29333/ejmste/8240
Memon, M. A., Ting, H., Cheah, J. H., Thurasamy, R., Chuah, F., & Cham, T. H. (2020). Sample size for survey research: Review and recommendations. Journal of Applied Structural Equation Modeling, 4(2), i–xx. https://doi.org/10.47263/jasem.4(2)01
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Mooi, E., Sarstedt, M., & Mooi‐Reci, I. (2018). Market research: The process, data, and methods using stata. Springer.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
Moreland, P., & Saleh, H. (2007). Distance education: Faculty concerns and sound solutions. Distance Learning, 4, 53–59.
Mulhanga, M. M., & Lima, S. R. (2017). Podcast as e-learning enabler for developing countries: Current initiatives, challenges and trends. In Proceedings of the 2017 9th International Conference on Education Technology and Computers (pp. 126–130). Association for Computing Machinery.
Mundfrom, D. J., Shaw, D. G., & Ke, T. L. (2005). Minimum sample size recommendations for conducting factor analyses. International Journal of Testing, 5(2), 159–168. https://doi.org/10.1207/s15327574ijt0502_4
Naik, G., Chitre, C., Bhalla, M., & Rajan, J. (2020). Impact of use of technology on student learning outcomes: Evidence from a large-scale experiment in India. World Development, 127, 104736. https://doi.org/10.1016/j.worlddev.2019.104736
Nuraeni, L., Purwasih, R., & Mutakim, J. (2020). IKIP Siliwangi student’s perceptions of online teaching and learning process during COVID-19 pandemic? Journal of Physics: Conference Series, 1657, 012084. https://doi.org/10.1088/1742-6596/1657/1/012084
Peytcheva-Forsytha, R. and Aleksievab, L. (2021) Forced Introduction of e-Assessment During COVID-19 Pandemic: How Did the Students Feel About That? (Sofia University Case). Cite as: AIP Conference Proceedings 2333, 050013 (2021); Applications of Mathematics in Engineering and Economics (AMEE’20).https://aip.scitation.org/doi/pdf/10.1063/5.0041862
Rastgoo, A., & Namvar, Y. (2010). Assessment approaches in virtual learning. Turkish Online Journal of Distance Education, 11(1), 42–48.
Rieley, J. B. (2020). Corona virus and its impact on higher education. https://www.researchgate.net/post/Corona_Virus_and_its_impact_on_higher_education
Robles, M. & Braathen, S. (2002). Online Assessment Techniques. Delta Pi Epsilon Journal. 44. https://www.researchgate.net/publication/264869212_Online_Assessment_Techniques
Roblyer, M.D. & McDaniel, M., Webb, M. Herman, J & Witty,J. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. https://www.researchgate.net/publication/222818938_Findings_on_Facebook_in_higher_education_A_comparison_of_college_faculty_and_student_uses_and_perceptions_of_social_networking_sites
Rudland, J. R., Schwartz, P., & Ali, A. (2011). Moving a formative test from a paper-based to a computer-based format. A student viewpoint. Medical Teacher, 33(9), 738–743. https://doi.org/10.3109/0142159x.2011.577119
Sánchez, R. A., & Hueros, A. D. (2010). Motivational factors that influence the acceptance of Moodle using TAM. Computers in Human Behavior, 26(6), 1632–1640. https://doi.org/10.1016/j.chb.2010.06.011
Stage, F. K., Carter, H. C., & Nora, A. (2004). Path analysis: An introduction and analysis of a decade of research. The Journal of Educational Research, 98(1), 5–13. https://doi.org/10.3200/joer.98.1.5-13
Tarhini, A., Masa’deh, R. E., Al-Busaidi, K. A., Mohammed, A. B., & Maqableh, M. (2017). Factors influencing students’ adoption of e-learning: A structural equation modeling approach. Journal of International Education in Business, 10(2), 164–182. https://doi.org/10.1108/jieb-09-2016-0032
Tull, M. T., Edmonds, K. A., Scamaldo, K. M., Richmond, J. R., Rose, J. P., & Gratz, K. L. (2020). Psychological outcomes associated with stay-at-home orders and the perceived impact of COVID-19 on daily life. Psychiatry Research, 289, 113098. https://doi.org/10.1016/j.psychres.2020.113098
Wen, K. Y. K., & Hua, T. K. (2020). ESL teachers’ intention in adopting online educational technologies during COVID-19 pandemic. Journal of Education and e-Learning Research, 7(4), 387–394. https://doi.org/10.20448/journal.509.2020.74.387.394
Wetzels, M., Odekerken-Schröder, G., & van Oppen, C. (2009). Using PLS path modeling for assessing hierarchical construct models: Guidelines and empirical illustration. MIS Quarterly, 33(1), 177–195. https://doi.org/10.2307/20650284
Wu, Z. (2020). How a Top Chinese University Is Responding to Coronavirus. World Economic Forum. https://www.weforum.org/agenda/2020/03/coronavirus-china-the-challenges-of-online-learning-for-universities/
Zayapragassarazan, Z. (2020). COVID-19: Strategies for online engagement of remote learners. F1000Research, 9, 246. https://doi.org/10.7490/f1000research.1117835.1
Zhong, R. (2020). The Coronavirus exposes education’s digital divide. The New York Times. https://www.nytimes.com/2020/03/17/technology/china-schools-coronavirus.html
Zhu, Y., Zhang, J. H., Au, W., & Yates, G. (2020). University students’ online learning attitudes and continuous intention to undertake online courses: A self-regulated learning perspective. Educational Technology Research and Development, 68(3), 1485–1519. https://doi.org/10.1007/s11423-020-09753-w
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
