Distance learning during COVID-19 in Afghanistan: Challenges and opportunities

Q1 Social Sciences

E-Learning Pub Date : 2021-10-05 DOI:10.1177/20427530211044757

Kawita Sarwari, Ahmad Fawad Kakar, Jawad Golzar, Mirnader Miri

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引用次数: 10

Abstract

This study examined students’ attitudes toward distance learning, and its relationship with the duration of using Telegram and schooling. It specifically explored students’ experiences of the challenges and opportunities that distance learning created during the COVID-19 pandemic. Accordingly, two null hypotheses were formulated: (1) there is no significant relationship between students’ attitudes toward distance learning and the duration of using Telegram; and (2) there is no significant relationship between students’ attitudes towards distance learning and the duration of schooling. Data were collected from a survey questionnaire and in-depth semi-structured interviews with students from the English Department of Herat University, Afghanistan. The quantitative data were analyzed using SPSS, an independent samples t-test, and ANOVA. The results of the t-test showed that the first hypothesis should be accepted, meaning there is no relationship between students’ attitudes toward e-learning and years of Telegram use. Further, the one-way ANOVA test showed that the second null hypothesis was affirmed. Moreover, the qualitative findings indicated that distance learning via Telegram is associated with context-specific challenges and several opportunities.

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新冠肺炎期间阿富汗的远程教育：挑战与机遇

这项研究调查了学生对远程学习的态度，以及它与使用Telegram的时间和学校教育的关系。它特别探讨了学生对新冠肺炎大流行期间远程学习带来的挑战和机遇的体验。因此，提出了两个零假设：（1）学生对远程学习的态度与使用Telegram的持续时间之间没有显著关系；（2）学生对远程学习的态度与受教育时间之间没有显著关系。数据来自于对阿富汗赫拉特大学英语系学生的调查问卷和深入的半结构化访谈。使用SPSS、独立样本t检验和方差分析对定量数据进行分析。t检验结果表明，第一个假设应该被接受，这意味着学生对电子学习的态度与Telegram的使用年限之间没有关系。此外，单因素方差分析检验表明，第二个零假设得到了肯定。此外，定性研究结果表明，通过Telegram进行远程学习与特定环境的挑战和一些机会有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.