Abstract
Educational institutions worldwide are using online learning to provide students with continued education during the COVID-19 pandemic. The main purpose of this paper was to ascertain how facilitating conditions, social media, and ease of use, affect students’ perception towards online learning. During this pandemic, secondary school students were required to participate in full-time online learning. This study included 350 students from three regions in Jordan as a sample, and the results generated from the survey data were analyzed. Policy implications were established in this study to provide guidance to government agencies and schools on how to improve the delivery of online learning. Prospective research paths for future online learning research were suggested as well.
Highlights
Since the 1990s, technological advancements have resulted in greater usage of web-based technologies in distance education
In 111 countries, according to the World Health Organization (2020), schools were closed, but to ensure that students receive continual education, the traditional brick-and-mortar schools must change into full-time digital schools (Van Lancker & Parolin, 2020)
Like the United States and Canada, only a small number of students have utilized this format before according to Barbour and LaBonte (2017), and transformation to virtual learning may be detrimental to untrained students as it may lead to lower academic achievement (Molnar et al, 2019), a sense of rejection (Song et al, 2004)
Summary
Since the 1990s, technological advancements have resulted in greater usage of web-based technologies in distance education. In 111 countries, according to the World Health Organization (2020), schools were closed, but to ensure that students receive continual education, the traditional brick-and-mortar schools must change into full-time digital schools (Van Lancker & Parolin, 2020). This change has compelled students to adjust to a fully remote virtual learning, with simultaneous video conferencing serving as the initial venues for knowledge sharing and peer-to-peer interaction. Empirical studies targeting the broad spectrum of secondary school students have been limited To fill up this vacuum, current research presents the outcomes of a large-scale study that investigated the experiences of 350 Jordanian secondary school students who were online learners during the COVID-19 Pandemic. The research findings offer policy suggestions for educational institutions and government agencies regarding the provision of online education to students
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