Middle and High School Students’ Attitudes toward Distance Education: The Case of Qatar

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Yousef M. Alshaboul, Reem K. Abu-shawish, Manar A. Alazaizeh

Abstract

Countries worldwide have been facing an unprecedented virus that viciously swept throughout society, drastically changing everyday life. Governments enforced new safety measures to protect their citizens; many countries went into a complete shutdown, closing borders, sealing facilities, and changing the daily routine of their citizens. In education, children were forced to remain home and receive their education via screens. Hence, this study investigated middle and high school students’ attitudes toward distance education at public and private schools in Qatar. The study followed a mixed-method approach, using online surveys (1971) and semi-structured interviews (20) to collect data. A divided stance marked participants’ attitude toward distance education during the pandemic. Teachers’ support, continuous feedback, sufficient learning resources, and appropriate technological skills, emerged as influential factors that could affect students’ attitudes toward distance learning. Further discussion and implications are included.


 

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