To continue participants said teachers will face

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To continue, participants said teachers will face changing roles shifting from lecturers who hold allinformation to facilitators, guides, coaches, and leaders that help students when the latter ask for it orappear to need it (Bušelić, 2012). Teachers’ new role in DE is to move beyond preparing lessons full ofcontent delivered in person to planning, designing and creating an online learning environment.Moore and Kearsley (2015) concurred that DE requires special methods of education and design;teachers must be supported in this process (Alajlan et al., 2014). Participants also said that teachersmust gain new respect for differential learning (i.e. modify teachings to meet learners’ styles andneeds) and differentiated student assessment (Colman, 2020).Participants felt that assessment and evaluation should change from summative to formative withmore attention to assignments rather than just tests and finals (per Bušelić, 2012; Colman, 2020).Differentiated learning means teachers must take extra effort to discern students’ different academicneeds and strengths. In an interesting twist, some participants recommended that teachersthemselves should be evaluated to discern how well they are doing with DE pedagogy.Regarding students, participants affirmed that more than rote learners, students must be socialisedto engage with self-directed learning, gain self-motivation, and learn and practise time managementskills (ALsayi, 2016; Sampson, 2003). Participants believed that learning alone in a home environmentmeans students will have to monitor themselves rather than be managed in a structured classroom(Al-Maghdawi, 2009; ALsayi, 2016). This process will be more assured with improved communicationamong students, teachers and parents. To that end, participants suggested using questionnaires, videochats, audio clips, social media, and educational platforms to stay on task in DE.Distance education is totally dependent on technology (Alqahtani, 2010; Alnjm, 2019; Kaplan &Haenlein, 2016). Participants said that for students to learn, both students and their parents must besupported as they master digital literacy, which means making of new habits engaging learninganywhere and anytime while using a new generation of technologies (Ozdamar-Keskin et al., 2015).Regarding the latter, participants said educational agencies and institutions must ensure equitableaccess to distance learning technology (e.g. computers, Internet access). This will require enhancedsupport from (Alsheri, 2014; Razan, 2010) and collaboration (maybe first ever) amongst a variety of
Alghamdi, A. K. H., & Aldossari, A. T. (2021).Saudi Education Postgraduates’ (Trainee Teachers’) Perspectives on Distance Education.WorldJournal on Educational Technology: Current Issues.13(2), 307-321. 317stakeholders to make DE successful (e.g. education government offices, school administration, parentsand guardians, and ICT service providers) (Sampson, 2003).

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