EDUCATION

Education: Qualitative Article Analysis

Summary

Purpose of the Study

The purpose of the selected study was to analyze the scope of e-learning methodology to a lockdown situation caused by Covid 19 in an educational context.

Description of Participants/ Sample

The participants were students, teachers, management board members, and the students families belonging to primary and secondary education institutes (Penarrubia-Lozano et al., 2021). The sample was extracted via convenience sampling by considering some criteria such as parental role fulfilled by the genders (male or female), educational level either primary, secondary or non-compulsory secondary, type of educational institute either private or state, and approachability and readiness for participation.

It should be noted that 30 students were taken as a sample, of which 11 were girls, and 19 were boys. According to school type, 12 were from state schools, and 18 were from private ones. According to educational level, 10 were from primary schools, 10 were from secondary, and the remaining 10 belonged to non-compulsory secondary education. Also, there were 10 females and 19 males in the teachers category, 29 participants in this sample. Based on the school type, there were 15 from state schools while 16 from private ones. According to educational level, 19 were from primary schools while 10 were from secondary schools.

Moreover, 6 board management members were selected, of which 3 were males and 3 were females. In terms of school type, 3 were from state schools and 3 from private ones. In the family category, 25 participants were sampled, out of which 13 were women (mothers) and 12 were males (fathers). In terms of school type, 10 were parents of state school children, and 15 were private schools. In terms of educational level, 11 belonged to primary education schools. 8 from secondary while the remaining 6 from non-compulsory secondary education.

Research Design/ Data Analysis

The research design of the selected qualitative research is grounded theory since the experiences of the selected sample were to be explored regarding the effectiveness of e-learning during the lockdown. For this purpose, various sub-samples were selected like students, teachers, families, and management to obtain their views via interviews and questionnaires. Their responses and reactions were recorded for thematic analysis, for which codes were generated. Likewise, the data is collected from these sources only and not taken from other sources such as textbooks, theories, or thoughts of other researchers (Elkatawneh, 2016, p. 6).

Method of Data Collection

Questionnaires with open-ended questions were used to collect data from students, and semi-structured interviews were formulated for teachers, management board members, and students families. It was done in Primary and Secondary Education. Ethics of research were kept in line while gaining informed consent and ensuring confidentiality to the participants, which was done through email invites. Eleven open-ended questions were asked in questionnaires sent to the students who competed in 20 minutes on average. Furthermore, online semi-structured interviews with open-ended questions were asked from teachers, families, and management board members over a 30-minute session on Zoom, Skype, and Google Meet.

Mixed triangulation was used, including triangulation of observers, for researchers and instruments.

Analysis

The article made use of the inductive/deductive approach since the thematic analysis was carried out with an inductive approach, in which previously raised problems and elements...

…imply that training for both students and teachers is required for gaining truly effective results for e-learning methodology during the lockdown. Although, it is not denied that motivation for e-learning methods is not that high among students since they are used to attending physical schools. However, they are familiar with using technological devices for and social connectivity purposes. Still, there is a need to use them the other way. It comes down to the responsibility of the teachers and families that they should encourage students to engage possessively with their devices for educational learning rather than just using them as sources of entertainment. Students emotional effects with the use of technology should be explored; for example, they feel bored while using laptops or mobile phones for online classes.

Research has corroborated that support from the schools top management, teachers, and faculty members plays a key role in promoting e-learning acceptance among the students. However, the results are different for e-learning acceptance in different countries. For instance, factors determinant of e-learning acceptance in Malaysia inculcated enjoyment, playfulness, information sharing, and trust and quality. In Saudi Arabia, enjoyment was unrelated to the e-learning experience and had no social influence and demonstrability (Almaiah, Al-Khasawneh & Althunibat, 2020). Besides, the findings from the Saudi context discovered that under the Unified Theory of Acceptance and Use of Technology (UTAUT), the self-efficacy, anxiety, and experience of using the technological devices have different impacts on the students e-learning experiences. It could be implied that student knowledge of the e-learning resources and their willingness for such methodology should be cnsidered by the educational researchers and the policymakers…