Teachers' Perceptions of Digital Learning Approaches and Practices in Challenging Times

• In Event: Examining the Impact of COVID-19 on Education Systems Around the World

Abstract

With the rise of COVID-19, shifting to online learning has become the only option to facilitate teaching and learning while keeping distance and staying safe. Previous research studies have investigated the shift to online learning in the US during the pandemic, yet there is a lack of literature on the educational experiences in the Arab World, such as Kuwait. Before the pandemic, K-12 schools in Kuwait heavily relied on traditional education with minimum efforts to integrate technology into teaching practices (Al Gamdi & Samarji, 2016; Al-Sharhan, 2018). Transitioning from traditional face-to-face learning to online learning was an entirely new and different experience for teachers. They must adapt to it with little or no other alternatives available. This study sought to explore teachers’ perceptions of the unique opportunities and challenges that they have encountered with the quick change in this unfamiliar situation.
This work is theoretically grounded in the self-perception theory. Self-perception theory states that individuals develop attitudes and options by observing and interpreting the meaning of their own behaviors (Bem, 1967; Fazio & Zanna, 1977). The research is also consistent with the multicultural education theory by Sleeter and Grant. The theory highlights the importance of understanding culturally diverse individuals in order to promote productive diversity and increase educational equality for all (Grant & Sleeter, 2012). Furthermore, this study is inspired by the transformative learning theory, which sheds light on the tremendous possibilities of technology integration to enhance and innovate teaching and learning and meet different needs (Kalnatzis & Cope, 2012).
The study adopted a qualitative data analysis to explore the most common themes that have challenged K-12 teachers in Kuwait and the e-learning possibilities that supported the continuation of learning and offered ways to rethink and innovate future practices (Creswell, 2014). Data was collated from the open-ended questions in an online survey. Surveys were distributed in coordination with the Ministry of Education in Kuwait in the Fall of 2021. A total of 559 K-12 teachers participated in the study. Answers were manually coded into two main broad themes: opportunities and challenges. Then, we created sub-themes for each main theme. Data were coded and reviewed by two coders to ensure validity and accuracy. The most common challenges found are technical support, e-learning training, traditional curriculum (not technology-based), administrative support, and infrastructure. The opportunities that remote learning has offered are the flexibility to teach any time and at any place, reaching out to a greater audience, engaging learners in the learning process, and reducing the cost of high-quality learning. These findings are important to raise awareness of educational practices from a global lens. It helps us to understand the similarities and differences of teachers’ perceptions in a global context and thus find solutions for best practices to optimize learning for all. Further studies will focus on analyzing teachers’ experiences in Kuwait post-COVID and compare K-12 and higher education online practices.

Authors

• Samaa Haniya, Pepperdine University
  Presenting Author

• Khaled Alrasheed
  Non-Presenting Author

• Ahmed Khalafallah
  Non-Presenting Author