ABSTRACT

Since continuing learning draws on education, wherever it is available, no matter by whom provided, it is clear that programmes offered by formal education institutions are only one of many sources and options. The current study aimed at identification students’ preferable levels and challenges of using distance learning in COVID-19. The sample comprised of 720 students. The researchers adopted a questionnaire and verified its validity and reliability. Mean, standard deviations, and ANOVA tests were conducted. The results indicated that the level of students’ preferable in using distance learning is medium in general. The results did not show significant differences at the level (α = 0.05) of the use of distance learning for two independent variables: students’ gender and region, yet they indicated statistically significant differences in students’ preferable in distance learning for both educational level and ICT skills. On the other hand, the results indicated that the level of challenges faced by the students toward using distance learning is weak. This shows that students did confront real learning problems via digital platforms. Inferential statistics indicated that there is a significant difference in ICT skills in favor of those who did not have ICT skills. However, no statistically significant differences for three independent variables: students’ gender, educational level, and region.

摘要

由于继续学习依赖于教育，无论它在哪里可用，无论由谁提供，显然，正规教育机构提供的课程只是众多来源和选择之一。当前的研究旨在确定学生在COVID-19中使用远程学习的最佳水平和挑战。样本包括720名学生。研究人员采用了问卷调查，并验证了其有效性和可靠性。进行均值，标准差和ANOVA测试。结果表明，学生对远程学习的偏爱总体上处于中等水平。结果显示，在两个独立变量中，远程学习的使用水平（α= 0.05）没有显着差异：学生的性别和地区，但他们指出，就教育水平和ICT技能而言，学生在远程学习中的偏爱方面存在统计学差异。另一方面，结果表明，学生在使用远程学习方面面临的挑战程度很弱。这表明学生确实通过数字平台遇到了实际的学习问题。推论统计表明，对于那些没有ICT技能的人来说，ICT技能存在显着差异。但是，三个独立变量在统计学上没有显着差异：学生的性别，教育程度和地区。这表明学生确实通过数字平台遇到了实际的学习问题。推论统计表明，对于那些没有ICT技能的人来说，ICT技能存在显着差异。但是，三个独立变量在统计学上没有显着差异：学生的性别，教育程度和地区。这表明学生确实通过数字平台遇到了实际的学习问题。推论统计表明，对于那些没有ICT技能的人来说，ICT技能存在显着差异。但是，三个独立变量在统计学上没有显着差异：学生的性别，教育程度和地区。