COVID-19 and Rapid Course Adaptations in Saudi Arabia: An Experiential Learning and Recommendations for Online Education

The COVID-19 Pandemic has severely impacted educational systems around the globe, necessitating rapid modifications to the educational milieu while safeguarding human health and wellbeing. Following the closure of universities in Saudi Arabia, the instructors of all theory courses were mandated to s...

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Published inFrontiers in psychology Vol. 12; p. 643203
Main Authors Alatni, Basim Sulaiman, Abubakar, Ismaila Rimi, Iqbal, Saad Arslan
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 23.12.2021
Subjects
course adaptations
COVID-19
emergency remote education
experiential learning
online education
Psychology
student satisfaction
COVID-19
experiential learning
student satisfaction
emergency remote education
course adaptations
online education
higher education
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Summary:The COVID-19 Pandemic has severely impacted educational systems around the globe, necessitating rapid modifications to the educational milieu while safeguarding human health and wellbeing. Following the closure of universities in Saudi Arabia, the instructors of all theory courses were mandated to switch from face-to-face course delivery to remote teaching and learning. This research examines the challenges and impacts of the COVID-19 Pandemic on the mode of teaching and learning and the numerous adaptations in the pedagogical framework of the Landscape Architecture program at Imam Abdulrahman Bin Faisal University, Saudi Arabia. It also explores the opportunities the transition to online education presents to faculty and students moving forward. The data were collected using an online questionnaire survey and focus group discussions. Data analyses consisted of descriptive statistics and thematic content analysis. The research finds that the sudden transition to online teaching and learning disrupted academic activities and had negatively affected the existing teaching and learning framework. Therefore, the research recommends an adaptable and dynamic teaching framework agile enough to cope with sudden disruptions. It concludes with lessons for future teaching and learning frameworks and amendments for upcoming sessions to deal with similar situations.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: Rhoda Scherman, Auckland University of Technology, New Zealand
Reviewed by: Agnese Capodieci, University of Padua, Italy; Kelum Gamage, University of Glasgow, United Kingdom
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2021.643203