The reality of distance learning facing educational crisis caused by the COVID-19 pandemic among Jordanian university students with disabilities

Q4 Social Sciences

International Journal of Education Economics and Development Pub Date : 2023-01-01 DOI:10.1504/ijeed.2023.134214

Worud Awamleh

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引用次数: 0

Abstract

The current study aimed at identifying the reality of distance learning facing the educational crisis caused by the COVID-19 pandemic among university students with disabilities in Jordanian universities. To achieve the aims of the study, the researcher designed a questionnaire of four domains: distance learning services provided to students with disabilities; technical challenges bounding the application of the distance learning process on students; challenges facing faculty member; and appropriate solutions for the success of the effectiveness of distance education. The study tool, the questionnaire, was distributed to a sample of 440 students with disabilities (motor, auditory, and visual) in three Jordanian universities. The results indicated that the reality of distance learning facing the educational crisis caused by the COVID-19 pandemic among Jordanian universities' students with disabilities was relatively average. Further, they concluded that there was a realisation of distance learning among university students with disabilities, which does not meet the desired degree of efficacy and influence.

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约旦残疾大学生远程学习面临新冠肺炎疫情教育危机的现实

目前的研究旨在确定约旦大学残疾大学生面临COVID-19大流行造成的教育危机的远程学习现实。为了达到研究目的，研究者设计了四个领域的调查问卷:为残疾学生提供远程学习服务;限制远程学习过程在学生中的应用的技术挑战;教师面临的挑战;并提出相应的解决方案，为远程教育的成功实施带来效益。研究工具——问卷——被分发给约旦三所大学的440名残疾学生(运动、听觉和视觉)。结果表明，面对新冠肺炎大流行造成的教育危机，约旦大学残疾学生远程学习的现实情况相对平均。此外，他们得出的结论是，在残疾大学生中实现了远程学习，但这没有达到预期的效果和影响程度。

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来源期刊

International Journal of Education Economics and Development Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

期刊介绍： IJEED primarily publishes papers promoting advancement of education economics at all levels. It fills the gap in our understanding of the links between education and the development of individuals, societies and economies. IJEED is particularly interested in international comparisons and detailed studies of educational institutions and outcomes in developing economies. The latter is what distinguishes the journal from other journals whose focus is education economics more generally. Theoretical and empirical analyses at both micro and macro levels receive equal attention. Topics covered include: -Formal and informal education/training; role of voluntary organisations -Economic education and teaching of economics -Higher education: responsiveness to demands of society -Supply of education; education quality, measurement and issues -Teacher/instructor training and quality; dealing with bullying at schools -Access to education; education costs; public vs. private financing -Private school/higher education: private entrepreneurship''s role -Enrolment/drop-out rates, completion rates, and gender imbalance -Returns to education and labour market outcomes -Apprenticeships, training, skills upgrading; implementation, outcomes -Regional, rural/urban, and ethnic disparities in provision of education -Incentives, education delivery and outcomes -Education, health and happiness -International flows of human capital and brain drain -Any other relevant topic