Perspectives of Arab preservice teachers in Israel on online learning during COVID-19

Abstract

The aim of this study was to identify the perspectives of Arab preservice teachers in Israel on various aspects of online learning during the COVID-19 pandemic and determine what they perceived as the major barriers to online learning. The study sample comprised 161 students who were surveyed about their experiences of online learning a year after the onset of the pandemic. The findings indicated that the students' overall learning experience was positive, and they were generally satisfied with their online learning during the pandemic. However, they struggled with slow internet, unscheduled electricity outages, and inconvenient learning environments. The findings also showed that the students suffered from stress and a reduced ability to concentrate. Two-way ANOVAs and follow-up Scheffe's post-hoc tests revealed statistically significant mean differences between the students' perspectives on several aspects of online learning based on their year of study and their study major.