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Saudi teachers’ experiences transitioning to fully remote learning due to COVID-19: Issues and challenges
Keywords
Remote learning, teaching adults, technology integration
Session Abstract
The purpose of this study is to understand how adult teachers experienced the transition from on-site classes to fully remote classes due to the COVID-19 pandemic. It will explore potential issues and challenges teachers from Riyadh, Saudi Arabia, encountered during this transition and how they adapted to this unprecedented situation.
Session Description
This research study will explore potential issues and challenges associated with transitioning from on-site to online classes in an adult development program in Riyadh, Saudi Arabia. Due to the COVID-19 pandemic, remote learning has become a core instructional learning method in many schools. In the context of Saudi Arabia, this transition has raised a concern regarding adult teachers’ readiness for this mode of instruction. Unlike traditional institutions that employ an IT department to support staff logistically, these teachers were expected to manage the logistics of transitioning all curriculum to a remote platform in addition to their existing workload. This situation directly hindered their ability to deliver online courses. The hope of this research paper is to examine issues for remote learning from teachers' perspectives and understand the challenges attributed to such transitions and the significant obstacles they have encountered. Furthermore, it will explore potential issues and solutions, which provide a future foundation to support teachers and their ability to adapt to problems they may encounter. Finally, this research is qualitative in nature and will incorporate individual and group interviews via remote access over a four-week period of data collection.