Abstract
The implementation of teaching English online parallel to its on-campus courses has become a necessity more than a supplement. After the spread of the Corona virus, Covid-19, online teaching has become the only alternative to maintain a proper education in Jordan, especially at the German Jordanian University (GJU). The pandemic, despite its negativity, has opened doors to innovative ways in education and encouraged everyone to continue with online education. With the positive impact of online teaching for higher education, this paper concentrates on the need to continue online teaching as parallel to classroom teaching after the end of the pandemic since its advantages have proven it to be effective and beneficial. The study uses a survey approach administered to GJU undergraduate students, who have taken English lectures online during the pandemic. The variables are reliable with Cronbach alpha α = 0.736, proving that students are interested and do need to take English courses online as a parallel form but not as a substitute. The results show that students are in favor of the parallel leaning for the multiple benefits it offers. E-learning is the new gateway for GJU to adopt the parallel stream in higher education, and can be used due to its advantage.
Highlights
When sirens echoed throughout the governorates of Jordan, people realized how serious the pandemic was, and taking extreme measure in education became inevitable
Research shows that according to the skill learned by students, whether it be writing, listening, speaking, or reading, the results show that when teaching a foreign language, anxiety is almost absent in the classroom [4], [5]
A survey-based approach was used for this research, as a questionnaire was distributed to undergraduate students at German Jordanian University (GJU)
Summary
When sirens echoed throughout the governorates of Jordan, people realized how serious the pandemic was, and taking extreme measure in education became inevitable. Educators from all districts of the country used many social platforms to maintain the same feel of a classroom when teaching online. Apps such as Zoom, Google classroom, and Microsoft Teams have become the top grossing programs educators referred to when teaching higher education online. Students and teachers at first found it difficult, confusing, and somehow intimidating when using the new and the unknown set of features presented to them by their universities. As the months passed, online teaching has become secondhand nature to many educators, and students have begun to feel comfortable and see its advantages. Despite the unfortunate circumstance it has sprung from, is not new in Jordan, especially at the German Jordanian
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