For
Editorial Use Only
|
جودة التعليم عن بُعد في مؤسسات التعليم العالي الفلسطينية في ظل
الأزمات والكوارث: دراسة تطبيقية على الجامعة الإسلامية بغزة |
First Researcher's Name in Both Arabic
and English: |
د.محمد حسن أبورحمة |
||
|
Dr.Mohammed Hasan Aburahma |
||||
|
Second Researcher's Name in Both Arabic
and English: |
د. محمد عبد الكريم القططي |
|||
|
Dr.mohammed Abdel Kareem Al
Qutti |
||||
|
Third Researcher's Name in Both Arabic
and English: |
/ |
|||
|
/ |
||||
|
the quality of distane
education services provided by Palestinian higher education institutions
during times of crises and disasters, using the Islamic University in Gaza as
a case study |
University Name
and Country (for First Researcher) in Both Arabic and English |
وزارة التربية والتعليم العالي
الفلسطينية |
||
|
Ministry of
Education and Higher Education, Palestine |
||||
|
University Name
and Country (for Second Researcher) in Both Arabic and English |
دكتوراه علوم التربية-جامعة
يحيى فارس- بالمدية الجزائر |
|||
|
PhD in Educational Sciences -
Yahya Fares University - Medea, Algeria |
||||
|
University Name
and Country (for Third Researcher) in Both Arabic and English |
/ |
|||
|
/ |
||||
|
Doi: لاستعمال هيئة التحرير |
* البريد الالكتروني
للباحث المرسل: E-mail: |
Aburahma2009@hotmail.com |
||
|
الملخص: |
|
||
|
هدفت
الدراسة إلى الكشف عن جودة خدمات التعليم عن بُعد التي تقدمها مؤسسات التعليم
العالي الفلسطينية في ظل الأزمات والكوارث ، وتم تطبيقها على الجامعة الإسلامية
كنموذج. استخدم الباحثان المنهج الوصفي التحليلي، وطبقت أدوات الدراسة على عينة
عشوائية بلغت (102) طالباً وطالبة. وتم استخدام الاستبانة كأداة لجمع البيانات.
أظهرت النتائج أن درجة جودة المحتوى المقدم عبر التعليم عن بعد في الجامعة
الإسلامية كانت متوسطة بوزن نسبي بلغ 55.5%، كما أشارت النتائج إلى أن معيقات
التعليم عن بعد تمثلت في ضعف التفاعل بين الطلبة وأعضاء هيئة التدريس،
والانقطاعات المتكررة للكهرباء والإنترنت نتيجة الاستهداف المباشر للبنية
التحتية. وأوصت الدراسة بضرورة تطوير معايير جودة التعليم عن بعد، خاصة في أوقات
الأزمات والعدوان، وتعزيز البنية التحتية الرقمية وتدريب الطلبة وأعضاء هيئة
التدريس على أساليب التعلم الإلكتروني في ظل الطوارئ الأمنية. |
|
||
|
كلمات مفتاحية: (الجودة، الخدمات
التعليمية، الأزمات والكوارث، التعليم العالي، التعليم عن بعد.) |
|
||
|
Abstract: |
|
||
|
The study aimed to assess the quality of distance
education services provided by Palestinian higher education institutions
during times of crises and disasters, using the Islamic University in Gaza as
a case study. The researchers adopted a descriptive analytical approach, and
the study tools were applied to a random sample of 102 male and female
students. A questionnaire was used to collect data. The results indicated
that the quality level of the content delivered through distance learning at
the Islamic University was moderate, with a relative weight of 55.5%. The findings
also highlighted several challenges, notably the weak interaction between
students and faculty members, and frequent power and internet outages due to
direct damage to infrastructure. The study recommended the development of
quality standards for distance education, particularly during emergencies and
crises, in addition to enhancing digital infrastructure and providing
training for both students and faculty on e-learning strategies in times of
security-related disruptions. |
|
||
|
Keywords: (Quality, Educational
Services, Crises and Disasters, Higher Education, Distance Learning.) |
|
||
The recurring crises and disasters witnessed by the
world—whether wars, armed conflicts, natural disasters, or health
emergencies—have led to unprecedented measures at all levels. Among the most
notable of these measures was the closure of educational institutions and the
shift to distance learning as an emergency option to ensure the continuity of
education. Amid the intensification of these crises, the magnitude of the
challenges facing higher education has become evident, particularly concerning
the quality of e-learning in unstable environments plagued by weak
infrastructure, power outages, poor internet services, and a lack of
psychological and technical stability.
These conditions have compelled many countries to reevaluate
their educational systems, analyze their strengths and weaknesses, and identify
opportunities for development. This explains the growing global interest in
continuous reviews of education systems, aiming to improve the quality of
educational services and enhance their adaptability to a rapidly changing
reality (Abu Sharar, 2009: 2). In the Palestinian context, distance learning
has emerged as an alternative option imposed by necessity rather than progress,
necessitating a careful evaluation of its effectiveness in emergency
situations.
Providing high-quality digital educational services during
crises represents a strategic imperative for Palestinian higher education
institutions. This requires robust infrastructure, qualified human resources,
and flexible assessment mechanisms (Al-Farra & Al-Awadi, 2013: 22).
Furthermore, the responsiveness of Palestinian higher education institutions to
student needs and their efforts to ensure student satisfaction strengthen their
academic standing and reinforce their relationship with society, even under the
harshest conditions (Al-Rubaie, 2007: 32).
In light of this, there has been increasing local and global
interest in improving the quality of e-learning outcomes during crises by
developing academic and administrative competencies and providing a flexible
and secure learning environment. In the Palestinian context, higher education
institutions bear a dual responsibility: to deliver education despite complex
circumstances and to safeguard students' right to learn amid ongoing threats.
This study sheds light on the reality of the quality of distance
education services provided by the Islamic University of Gaza during an
extended crisis. It evaluates the quality of content, supervision, and
assessment mechanisms while exploring the key challenges faced by students. The
study aims to produce actionable scientific recommendations to enhance the
quality of education during crises and emergencies.
Prolonged crises pose one of the most significant challenges to
higher education, directly impacting educational infrastructure and forcing
Palestinian higher education institutions to adopt exceptional measures to
ensure continuity—often through distance learning. Although Palestinian
institutions have adopted this mode as a temporary alternative, its
effectiveness and quality remain questionable, particularly in environments
characterized by power outages, weak internet connectivity, and psychological
distress among students and faculty.
In the Palestinian context, with the recurrence and escalation
of crises, there is an urgent need to assess the quality of e-learning services
provided during these periods and to identify shortcomings and challenges faced
by students, especially in major institutions such as the Islamic University of
Gaza.
Thus, the
research problem is defined by the following main question:
What is the degree of
quality of distance education services provided by Palestinian higher education
institutions during crises and disasters?
This
question branches into the following sub-questions:
1.
What is the
degree of quality of the content provided in distance education services at the
Islamic University of Gaza during crises and disasters?
2.
What is the
degree of quality of remote support and supervision services provided by
faculty members at the Islamic University of Gaza during crises and disasters?
3.
What is the
degree of quality of student performance assessment services provided at the
Islamic University of Gaza during crises and disasters?
4.
What are
the obstacles to using distance education services?
5.
Are there
statistically significant differences (at α ≤ 0.05) in the
sample's responses regarding the quality of distance education services
provided by Palestinian higher education institutions during crises and
disasters, attributed to variables (gender, high school specialization, college
major, academic year)?
The study
seeks to achieve the following objectives:
1.
To reveal
the degree of quality of the content provided in distance education services at
Palestinian higher education institutions during crises and disasters.
2.
To identify
the degree of quality of remote support and supervision services provided by
faculty members at the Islamic University of Gaza during crises and disasters.
3.
To assess
the degree of quality of student performance evaluation services provided at
the Islamic University of Gaza during crises and disasters.
4.
To examine
differences in the sample's responses regarding the quality of distance
education services provided by Palestinian higher education institutions during
crises and disasters, attributed to variables (gender, high school
specialization, college major, academic year).
This study
contributes to enriching educational literature by addressing the quality of
distance education during crises and disasters—a topic that has not received
sufficient research attention in the Palestinian context. Its theoretical
significance stems from the following:
·
Providing a
comprehensive theoretical framework on the quality of e-learning under
emergency conditions, paving the way for further research in similar contexts.
·
Filling a
gap in the literature on higher education in Palestine, particularly as the
study examines a rare case that has not been deeply explored before.
·
Offering a
scientific reference for understanding the relationship between prolonged
crises and the ability of educational institutions to maintain the quality of
educational services.
·
Highlighting
the impact of educational deprivation during wars, pandemics, and conflicts,
emphasizing education as a human right that should not be disrupted by crises.
The
practical significance of the study lies in its real-world applications within
the Palestinian context, as it:
·
Assists
Palestinian higher education administrators in evaluating and improving
distance education services during emergencies.
·
Supports
policymakers in the Ministry of Higher Education and Scientific Research in
developing flexible, evidence-based strategies to manage crises and ensure
educational continuity.
·
Proposes
practical strategies to reduce learning loss caused by crises and to provide a
high-quality, effective digital learning environment.
·
Presents
real-world data and field analyses that can be utilized in future planning for
distance education, whether as an emergency measure or a permanent strategic
option.
·
Promotes
educational equity by affirming the right to access quality education even
under the most severe conditions.
1.
There are
no statistically significant differences (at α ≤ 0.05) in the
sample's responses regarding the quality of distance education services
provided by Palestinian higher education institutions during crises and
disasters, attributed to variables (gender, high school specialization, college
major, academic year).
This study
is limited by the following boundaries:
1.
Subject Limitation: The study
focuses solely on the quality of distance education services provided by
Palestinian higher education institutions during crises and disasters.
2.
Geographical Limitation: The study
was conducted at the Islamic University in the southern Palestinian
governorates.
3.
Human Limitation: The study was
applied to a sample of students from various disciplines at the university.
4.
Time Limitation: The study was
conducted in mid-2020.
·
Quality of Educational Services: Operationally defined by the researchers as a set of
procedures and foundations that describe the characteristics of distance
education, ensuring it meets learners' expectations and delivers educational
outcomes according to globally accepted standards.
·
Distance Education: Operationally
defined by the researchers as an educational system based on delivering
learning materials to students through various technological communication
methods, where the learner is physically separated from the instructor.
·
Higher Education Institutions: Institutions under the Palestinian Ministry of Higher
Education and Scientific Research that provide academic education to students
after high school.
Several
studies have addressed the quality of distance education, examining various
aspects such as digital platforms, quality standards, and the impact of crises
on education. Notable studies include:
1.
Awaj & Tabri (2016): "The Role of Social Media in
Supporting Distance Education for University Students"
o Aimed to explore Facebook’s role in supporting distance
education using a descriptive approach on a sample of 197 students.
o Findings indicated that social media facilitates learning and
overcomes obstacles, recommending the expansion of such experiences in
universities.
2.
Al-Mulla (2016): "Evaluating the Distance Education
Experience in Malaysian Universities and the Girls' College of Education
According to Quality Standards"
o Used a qualitative approach, analyzing documents and questionnaires.
o Results showed that distance education quality depends on
infrastructure and training in modern technologies, recommending continuous
technical and human skills development.
3.
Al-Sa’afin (2015): "A Proposed Strategy to Improve the
Quality of Student Services in Palestinian Universities"
o Targeted a sample of 568 students, concluding that service
quality was moderate and recommending incentive systems to enhance service
quality.
4.
Al-Najdi (2012): "Evaluating the Quality of E-Learning
at Al-Quds Open University in Light of Global Standards"
o Included 84 professors and 1,554 students, finding that content
and design quality were adequate and recommending the promotion of e-learning
quality culture in Palestinian universities.
5.
Müller & Goldenberg (2021): "Emergency
Remote Teaching and Its Impact on Higher Education Quality"
o Examined the sudden shift to distance learning during COVID-19
in European universities, highlighting that the main challenge was not
technical infrastructure but faculty preparedness. Recommended flexible digital
emergency plans.
6.
Wang et al. (2022): "E-learning Quality Indicators during
Crisis: Evidence from Asian Universities"
o Analyzed five Asian universities using a quantitative approach,
finding that e-learning quality depends on three key factors: interaction,
technical support, and content flexibility.
The
reviewed studies demonstrate growing interest in evaluating e-learning quality,
both in stable contexts and during crises. Approaches varied, focusing on
platforms (Awaj & Tabri), international experiences (Al-Mulla, Müller), or
institutional structures (Al-Sa’afin, Al-Najdi, Wang).
These
studies align with the current research in emphasizing service quality for
students and using descriptive methods and questionnaires. However, some
studies (e.g., Al-Mulla, Wang) employed qualitative methods and document
analysis.
This study
builds on prior work while focusing on prolonged crises and offering an applied
perspective in the Palestinian context, addressing a research gap and
contributing a new analytical framework to both Arabic and international
literature.
The
researchers used the descriptive-analytical
approach, which examines current phenomena to gather data for
testing hypotheses and answering precise questions about present conditions.
This method relies on objective and reliable tools such as questionnaires
(Al-Agha, 2002: 43; Abu Alam, 2011: 50).
The study
population consisted of all students enrolled at the Islamic University of
Palestine for the 2019-2020 academic year across all disciplines,
totaling 16,454
students.
·
Pilot Sample: Included 30 students from the
Islamic University of Gaza to validate the study instrument.
·
Main Sample: Consisted
of 102 students (out
of 16,454).
Table (1): Sample Distribution by Gender
|
Gender |
Number |
Percentage |
|
Male |
40 |
39.2% |
|
Female |
62 |
60.8% |
|
Total |
102 |
100% |
Table (2): Sample Distribution by High School Specialization
|
Gender |
Humanities |
Scientific |
Total |
|
Male |
9 |
31 |
40 |
|
Female |
16 |
46 |
62 |
|
Total |
25 |
77 |
102 |
Table (3): Sample Distribution by College Major
|
Gender |
Scientific College |
Humanities College |
Total |
|
Male |
9 |
31 |
40 |
|
Female |
16 |
46 |
62 |
|
Total |
25 |
77 |
102 |
Table (4): Sample Distribution by Academic Year
|
Gender |
Second Year or Below |
Third Year or Above |
Total |
|
Male |
14 |
26 |
40 |
|
Female |
29 |
33 |
62 |
|
Total |
43 |
59 |
102 |
The
researchers used a questionnaire to
achieve the study objectives.
After
reviewing educational literature, considering previous studies related to the
research problem, and consulting specialists, the researchers developed a
questionnaire to assess the quality of distance education services provided by
Palestinian higher education institutions during crises and disasters. The
questionnaire was divided into four
main dimensions.
The
researchers distributed the pilot questionnaire to 30 students (male and
female) at the Islamic University of Gaza. Pearson correlation coefficients
were calculated to determine the internal consistency between each item and the
total score of its respective dimension, as shown in Tables (5-15).
A Kolmogorov-Smirnov test was
conducted to confirm normal distribution. The results indicated that the data
followed a normal distribution (p > 0.05), allowing the use of parametric
tests.
Table (5): Correlation Coefficients Between Each Item in
Dimension 1 and Its Total Score
|
Dimension 1: Quality of
Distance Education Content |
Correlation Coefficient |
p-value |
|
The
e-content maintains accuracy, objectivity, and up-to-date information. |
0.830** |
0.001 |
|
Course
content respects diversity, varying talents, and different learning styles. |
0.786** |
0.000 |
|
Course
design includes clear and comprehensive learning objectives and outcomes. |
0.842** |
0.000 |
|
Students
can choose from different projects within the same course. |
0.764** |
0.000 |
|
Learning
resources are accessible and easy to obtain. |
0.821** |
0.000 |
|
Teaching
methods and media used in the course are effective and clear. |
0.811** |
0.000 |
Table (5) shows
significant correlations (p < 0.01) between each item and the total score
(ranging from 0.764 to
0.830), confirming the validity of this dimension.
Table (6): Correlation Coefficients Between Each Item in
Dimension 2 and Its Total Score
|
Dimension 2: Quality of
Remote Support & Supervision by Faculty |
Correlation Coefficient |
p-value |
|
The
university provides technical training for students before enrolling in
e-courses. |
0.735** |
0.000 |
|
The
university offers post-course services, including exam results. |
0.841** |
0.000 |
|
Clear
mechanisms exist for interaction between students and supervisors. |
0.858** |
0.000 |
|
A
guide explains student expectations and required skills for e-learning
success. |
0.841** |
0.000 |
|
E-courses
provide access to digital libraries and books. |
0.915** |
0.000 |
Critical values:
·
At df = 28,
α = 0.01 → r = 0.463
·
At df = 28,
α = 0.05 → r = 0.361
Table (6) shows
significant correlations (p < 0.01) between each item and the total score
(ranging from 0.735 to
0.915), confirming validity.
Table (7): Correlation Coefficients Between Each Item in Dimension
3 and Its Total Score
|
Dimension 3: Quality of
Student Performance Assessment |
Correlation Coefficient |
p-value |
|
E-course
assessment mechanisms are clear. |
0.824** |
0.000 |
|
Assessment
methods are varied (exams, research, projects, assignments). |
0.723** |
0.000 |
|
Assessment
methods consider individual differences among students. |
0.857** |
0.000 |
|
Grading
and evaluation procedures are reliable and organized. |
0.751** |
0.000 |
|
Assessment
policies cover absences, medical conditions, and other contingencies. |
0.633** |
0.000 |
Table (7) shows
significant correlations (p < 0.01) between each item and the total score
(ranging from 0.633 to
0.857), confirming validity.
Table (8): Correlation Coefficients Between Each Item in
Dimension 4 and Its Total Score
|
Dimension 4: Obstacles to Using Distance Education Services |
Correlation Coefficient |
p-value |
|
Lack of student training in
using the distance learning system. |
0.506** |
0.000 |
|
Difficulty in using the
distance learning system. |
0.774** |
0.001 |
|
Limited daily internet
availability. |
0.826** |
0.000 |
|
Insufficient technical support
and system maintenance. |
0.883** |
0.000 |
|
Weak general computer skills. |
0.701** |
0.000 |
|
Frequent power outages. |
0.733** |
0.000 |
|
Ease of cheating in remote
exams. |
0.632** |
0.000 |
|
Weak interaction between
students and faculty. |
0.706** |
0.000 |
Table (8) shows
significant correlations (p < 0.01) between each item and the total score
(ranging from 0.506 to
0.883), confirming validity.
Construct
validity measures the correlation between each dimension and the total
questionnaire score.
Table (9): Correlation Coefficients Between Each Dimension and
the Total Score
|
Dimension |
Correlation Coefficient |
p-value |
|
1. Quality of Content |
0.862** |
0.000 |
|
2. Quality of Support & Supervision |
0.845** |
0.000 |
|
3. Quality of Student Assessment |
0.778** |
0.000 |
|
4. Obstacles to Distance Learning |
0.387* |
0.000 |
All
dimensions showed statistically significant correlations (p < 0.01),
confirming high internal consistency.
Reliability
ensures that the questionnaire yields consistent results under the same
conditions. Two methods were used:
1.
Split-Half Reliability (Spearman-Brown & Guttman)
o Applied when variances between halves were unequal.
Table (10): Reliability Coefficients (Split-Half Method)
|
Dimension |
No. of Items |
Reliability Coefficient |
|
1. Quality of Content |
6 |
0.786 |
|
2. Quality of Support & Supervision |
5 |
0.900 |
|
3. Quality of Student Assessment |
5 |
0.862 |
|
4. Obstacles to Distance Learning |
8 |
0.875 |
|
Total Reliability |
24 |
0.935 |
The high
coefficients (ranging from 0.786
to 0.900) and total reliability (0.935) confirm stability.
2.
Cronbach’s Alpha Coefficient
Table (11): Reliability
Coefficients (Cronbach’s Alpha)
| Dimension | No. of Items | Cronbach’s Alpha |
|--------------------------------|------------------|----------------------|
| 1. Quality of Content |
6 | 0.890 |
| 2. Quality of Support
& Supervision | 5 | 0.892 |
| 3. Quality of Student
Assessment | 5 | 0.811 |
| 4. Obstacles to
Distance Learning | 8 | 0.862 |
| Total Reliability | 24 | 0.891 |
The high
alpha values (ranging from 0.811
to 0.892) and total reliability (0.891) confirm the
questionnaire’s consistency for application.
The
researchers entered the data into the computer using the statistical analysis program
(SPSS). The data were analyzed using appropriate statistical methods to process
the distributed questionnaire data in order to answer the study questions.
These methods were:
·
Frequencies
and percentages for demographic variables (personal characteristics).
·
Arithmetic
mean and standard deviation.
·
T-test to
find statistically significant differences between male and female students
according to all study variables.
Introduction: This chapter
contains the most important findings reached by the researchers in their study,
through answering the study questions by analyzing the questionnaire, in
addition to a summary of the study results and recommendations.
Adopted Criterion: To determine
the adopted criterion in the study, the length of the cells in the five-point
Likert scale was determined by calculating the range between the scale scores
(5-1=4), then dividing it by the highest value in the scale to obtain the cell
length (4/5=0.80). This value was then added to the lowest value in the scale
(the starting point of the scale, which is 1) to determine the upper limit of
this cell. Thus, the cell lengths became as shown in the following table (12)
(Malham, 2000: 42).
Table (12): The Adopted Criterion in the Study
|
Cell Length |
Corresponding Relative
Weight |
Degree of Agreement |
|
1
– 1.80 |
20%
– 36% |
Very
low degree |
|
>1.80 – 2.60 |
>36% – 52% |
Low degree |
|
>2.60 – 3.40 |
>52% – 68% |
Medium degree |
|
>3.40 – 4.20 |
>68% – 84% |
High degree |
|
>4.20 – 5 |
>84% – 100% |
Very high degree |
To answer
the main question of the study, which states: "What is the degree of
quality of distance education services provided by Palestinian higher education
institutions during crises and disasters?", the researchers divided this
question into sub-questions as follows:
First Sub-Question: What is the
degree of quality of the content provided in distance education services at the
Islamic University of Gaza during crises and disasters?
To answer
this question, the researchers calculated the weighted arithmetic mean,
percentage, and standard deviation, and ranked each item in the first dimension
"Quality of Content" based on what is stated in Table (12). Table
(13) shows the estimates of the respondents' answers.
Table (13): Weighted Arithmetic Mean, Percentage, and Standard
Deviation for the First Dimension
|
Item |
Arithmetic Mean |
Standard Deviation |
Percentage of Arithmetic
Mean |
Degree of Availability |
Ranking of Items in the
Dimension |
|
The
electronic content maintains accuracy, objectivity, and modernity. |
2.8922 |
1.02355 |
57.843137 |
Medium |
3 |
|
The
course content respects diversity, varying talents, and different learning
styles of students. |
2.5490 |
1.02085 |
50.980392 |
Low |
5 |
|
The
course design includes a clear and comprehensive description of learning
objectives and outcomes. |
2.8333 |
1.17804 |
56.666667 |
Medium |
4 |
|
Students
can choose from different projects within the same course. |
2.4608 |
1.27171 |
49.215686 |
Low |
6 |
|
Learning
resources are available and easily accessible. |
2.9216 |
1.24826 |
58.431373 |
Medium |
2 |
|
The
mechanisms, methods, and media used in teaching the course are effective and
clear. |
3.0000 |
1.09001 |
60 |
Medium |
1 |
|
Total Score for the Dimension |
2.7761 |
.90424 |
55.522876 |
Medium |
It is clear
from the table that item (6), which states, "The mechanisms, methods, and
media used in teaching the course are effective and clear," ranked first
with a percentage of (60%) and a medium rating. The researchers attribute this
to the fact that despite the low quality of distance education services in
Palestinian higher education institutions, the mechanisms and media used by the
university are clear, as the university designated the "Moodle"
platform for distance education purposes. This was confirmed by Al-Mulla's
study (2016), which emphasized that the availability of expertise and technical
skills, as well as the diversity of technical media, are among the most
important factors for the success of distance learning.
It is also
clear that item (4), which states, "Students can choose from different
projects within the same course," ranked last with a percentage of 49.2%
and a low rating. The researchers attribute this to the fact that these crises
and disasters disrupted the plans of higher education institutions and professors,
leaving no opportunity for universities to prepare multiple assignments and
tasks for students. Instead, each professor provided a single assignment and
applied it to all students. This was confirmed by Al-Sa’afin's study (2015),
which indicated that the quality of university services provided to students
was medium.
Second Sub-Question: What is the
degree of quality of remote support and supervision services provided by
faculty members at the Islamic University of Gaza during crises and disasters?
To answer
this question, the researchers calculated the weighted arithmetic mean,
percentage, and standard deviation, and ranked each item in the second
dimension "Quality of Remote Support and Supervision" based on what
is stated in Table (12). Table (14) shows the estimates of the respondents'
answers.
Table (14): Weighted Arithmetic Mean, Percentage, and Standard
Deviation for the Second Dimension
|
Item |
Arithmetic Mean |
Standard Deviation |
Percentage of Arithmetic
Mean |
Degree of Availability |
Ranking of Items in the
Dimension |
|
The
university provides technical training for students before enrolling in
e-courses. |
2.1373 |
1.22708 |
42.745098 |
Low |
5 |
|
The
university provides services for students after completing the course,
including information about results. |
2.5000 |
1.20847 |
50 |
Low |
4 |
|
There
are clear mechanisms and instructions for interaction between the learner and
the supervisor. |
2.7549 |
1.24627 |
55.098039 |
Medium |
1 |
|
There
is a guide explaining what is expected of the learner and the skills they
must master to succeed in the e-learning environment. |
2.5882 |
1.36689 |
51.764706 |
Low |
3 |
|
The
e-course includes capabilities to access electronic libraries and books. |
2.6667 |
1.26125 |
53.333333 |
Medium |
2 |
|
Total Score for the Dimension |
2.5294 |
1.06228 |
50.588235 |
Low |
It is clear
from the table that item (3), which states, "There are clear mechanisms
and instructions for interaction between the learner and the supervisor,"
ranked first with a percentage of (55.9%) and a medium rating. The researchers
attribute this to the fact that, despite the confusion and lack of standards
and instructions, the university issued a manual of instructions for the
interaction mechanism between students and professors during the e-learning
phase.
It is also
clear that item (1), which states, "The university provides technical
training for students before enrolling in e-courses," ranked last with a
percentage of 42.7% and a low rating. The researchers attribute this to the
fact that the distance education adopted by the university during crises and
disasters was a mandatory alternative to face-to-face education to deal with
the crisis, not a result of technological development. Therefore, the
university was unable to provide training courses for its students. This was
confirmed by Al-Mulla's study (2016), which recommended the need for continuous
focus on training staff, students, and professors.
Third Sub-Question: What is the
degree of quality of student performance assessment services provided at the
Islamic University of Gaza during crises and disasters?
To answer
this question, the researchers calculated the weighted arithmetic mean,
percentage, and standard deviation, and ranked each item in the third dimension
"Quality of Student Performance Assessment" based on what is stated
in Table (12). Table (15) shows the estimates of the respondents' answers.
Table (15): Weighted Arithmetic Mean, Percentage, and Standard
Deviation for the Third Dimension
|
Item |
Arithmetic Mean |
Standard Deviation |
Percentage of Arithmetic
Mean |
Degree of Availability |
Ranking of Items in the
Dimension |
|
Assessment
mechanisms in e-courses are clear. |
2.7647 |
1.35103 |
55.294118 |
Medium |
3 |
|
Assessment
methods in the program are varied, including exams, research, projects, and
assignments. |
3.5392 |
1.06865 |
70.784314 |
High |
1 |
|
Assessment
methods consider individual differences among students. |
2.7451 |
1.24826 |
54.901961 |
Medium |
4 |
|
Evaluation,
correction, and grade announcement procedures are conducted reliably and
systematically. |
2.9608 |
1.34180 |
59.215686 |
Medium |
2 |
|
Assessment
mechanisms include clear regulations covering student absences, medical
conditions, and other potential circumstances. |
2.6471 |
1.30230 |
52.941176 |
Medium |
5 |
|
Total Score for the Dimension |
2.9314 |
1.03656 |
58.627451 |
Medium |
It is clear
from the table that item (2), which states, "Assessment methods in the
program are varied, including exams, research, projects, and assignments,"
ranked first with a percentage of (70.78%) and a high rating. The researchers
attribute this to the fact that, despite the lack of standards and
instructions, some professors distributed assessment grades to research and
assignments as much as possible, giving the study sample the impression that
the standards were clear to them.
It is also
clear that item (5), which states, "Assessment mechanisms include clear
regulations covering student absences, medical conditions, and other potential
circumstances," ranked last with a percentage of 52.94% and a medium
rating. The researchers attribute this to the fact that professors only
specified the required grade for the assignment, while other conditions,
standards, and methods for compensating absent students were not addressed due
to the ambiguity of the laws and rules that the university administration would
adopt in this matter. This was confirmed by Al-Mulla's study (2016), which
emphasized the need to provide administrative and technical rules for the
distance learning process.
Fourth Sub-Question: What are the obstacles to
using distance education services?
To answer this question, the researchers calculated the weighted
arithmetic mean, percentage, and standard deviation, and ranked each item in
the fourth dimension "Obstacles to Using Distance Education Services"
based on Table (12). Table (16) shows the estimates of respondents' answers.
Table (16): Weighted Arithmetic Mean, Percentage, and Standard
Deviation for the Fourth Dimension
|
Item |
Arithmetic Mean |
Standard Deviation |
Percentage of Arithmetic Mean |
Degree of Availability |
Ranking of Items in the
Dimension |
|
Lack of student training in using the
distance learning system |
4.1373 |
1.15218 |
82.745098 |
High |
2 |
|
Difficulty in using the distance learning
system |
3.7059 |
1.16541 |
74.117647 |
High |
7 |
|
Limited daily internet availability |
4.0196 |
1.20215 |
80.392157 |
High |
3 |
|
Insufficient technical support and
maintenance |
3.9608 |
1.02370 |
79.215686 |
High |
4 |
|
Weak general computer skills |
3.4706 |
1.20811 |
69.411765 |
High |
8 |
|
Frequent power outages |
4.0000 |
1.18572 |
80 |
High |
5 |
|
Ease of cheating during remote exams |
3.8333 |
1.03487 |
76.666667 |
High |
6 |
|
Weak interaction between students and faculty
members |
4.1667 |
1.07246 |
83.333333 |
High |
1 |
|
Total Score for the Dimension |
3.9118 |
.77348 |
78.235294 |
High |
It is clear from the table that item (8), which states
"Weak interaction between students and faculty members," ranked first
with a percentage of (83.33%) and a high rating. This is due to the limitation
of the "Moodle" platform as the sole medium for interaction between
students and professors, who typically meet only once or twice at most for a
duration not exceeding one or two hours, and only in courses requiring virtual
classes. This contrasts with face-to-face education, which allows students to
meet their professors almost daily at the university. This finding aligns with
the recommendations of Awaj and Tabri's study (2016), which emphasized the need
to experiment with education via social media platforms to facilitate
communication between students and professors.
It is also clear that item (5), which states "Weak general
computer skills," ranked last with a percentage of 69.4% and a high
rating. The researchers attribute this to the difficult economic situation and
blockade imposed on the southern governorates of Palestine, which affected the
ability to provide electricity, computers, and high-speed internet services to
all students.
Table (17) shows the ranking of dimensions according to the
relative weight of each dimension in the questionnaire:
|
Dimension |
Arithmetic Mean |
Standard Deviation |
Relative Weight |
Rating |
Ranking |
|
Dimension 1: Quality of Content in Distance
Education Services |
2.7761 |
.90424 |
55.522876 |
Medium |
3 |
|
Dimension 2: Quality of Remote Support and
Supervision Services by Faculty Members |
2.5294 |
1.06228 |
50.588235 |
Low |
4 |
|
Dimension 3: Quality of Student Performance
Assessment Services |
2.9314 |
1.03656 |
58.627451 |
Medium |
2 |
|
Dimension 4: Obstacles to Using Distance
Education Services |
3.9118 |
.77348 |
78.235294 |
High |
1 |
|
Overall Mean of Questionnaire
Dimensions |
3.0372 |
.66407 |
60.743464 |
Medium |
It is clear from Table (17) that:
·
The fourth
dimension ranked first among the questionnaire dimensions with a percentage of
(78.23%). According to the adopted criterion, this dimension received a high
rating. The researchers attribute this to the fact that the obstacles and
problems facing distance education outweighed all the benefits for students, as
these obstacles represent a persistent challenge for all students without
exception.
·
The second
dimension ranked last among the questionnaire dimensions with a percentage of
(50.588%). According to the adopted criterion, this dimension received a low
rating.
Results Related to Answering the Fifth Sub-Question:
The fifth sub-question states: "Are there statistically
significant differences at the significance level (α ≤ 0.05) between the mean scores of the study sample's
evaluation of the quality of distance education services provided by
Palestinian higher education institutions during crises and disasters,
attributed to the variables (gender, high school specialization, college major,
academic year)?"
To answer this question, the researchers tested the validity of
the study hypotheses as follows:
Results Related to the First
Hypothesis:
The first hypothesis states:
"There are no statistically significant differences at the significance
level (α ≤ 0.05) between the mean scores of the study sample's
evaluation of the quality of distance education services provided by
Palestinian higher education institutions, attributed to the gender
variable."
The researchers used the Two
Independent Sample T-test to test the validity of the first hypothesis. Table
(18) shows the results of the t-test to verify the differences between the mean
responses of the sample regarding the quality of distance education services
according to the gender variable for each dimension of the questionnaire and
for the questionnaire as a whole.
Table (18):
Results of the t-test for Differences Between Mean Responses According to
Gender Variable
|
Dimension |
Gender |
Number |
Arithmetic Mean |
Standard Deviation |
t-value |
Degrees of Freedom |
Significance Level |
Significance |
|
Dimension
1: Quality of Content |
Male |
40 |
2.8542 |
1.07164 |
.653 |
65.519 |
.516 |
Not
Significant |
|
Female |
62 |
2.7258 |
.78296 |
|||||
|
Dimension
2: Quality of Support and Supervision |
Male |
40 |
2.5650 |
1.18355 |
.271 |
100 |
.787 |
Not
Significant |
|
Female |
62 |
2.5065 |
.98561 |
|||||
|
Dimension
3: Quality of Assessment |
Male |
40 |
2.9450 |
1.08509 |
.106 |
100 |
.916 |
Not
Significant |
|
Female |
62 |
2.9226 |
1.01294 |
|||||
|
Dimension
4: Obstacles |
Male |
40 |
3.8938 |
.96640 |
-.172 |
60.219 |
.864 |
Not
Significant |
|
Female |
62 |
3.9234 |
.62699 |
|||||
|
All
Dimensions |
Male |
40 |
3.0645 |
.84244 |
.302 |
58.637 |
.764 |
Not
Significant |
|
Female |
62 |
3.0196 |
.52498 |
Critical t-values:
·
At df =
100, α = 0.05 → t = 2
·
At df =
100, α = 0.01 → t = 2.660
It is clear from Table (18)
that there are no statistically significant differences between the responses
of the study sample attributed to the gender variable in all dimensions of the
questionnaire and in the overall score. The researchers attribute this to the
fact that the services provided by the university were equal and at the same
level for all students regardless of their gender, which unified the response
results among all students. This finding is consistent with the studies by
Al-Sa’afin (2015) and Al-Najdi (2012).
Results Related to the Second
Hypothesis:
The second hypothesis states:
"There are no statistically significant differences at the significance
level (α ≤ 0.05) between the mean scores of the study sample's
evaluation of the quality of distance education services provided by
Palestinian higher education institutions, attributed to the high school
specialization variable (humanities vs. scientific)."
The researchers used the Two
Independent Sample T-test to test the validity of the second hypothesis. Table
(19) shows the results of the t-test to verify the differences between the mean
responses of the sample regarding the quality of distance education services
according to the high school specialization variable for each dimension of the
questionnaire and for the questionnaire as a whole.
Table (19): Results of the t-test
for Differences Between Mean Responses According to High School Specialization
Variable
|
Dimension |
High
School Specialization |
Number |
Arithmetic
Mean |
Standard
Deviation |
t-value |
Degrees
of Freedom |
Significance
Level |
Significance |
|
Dimension
1: Quality of Content |
Humanities |
60 |
2.8639 |
.93855 |
1.174 |
100 |
.243 |
Not
Significant |
|
Scientific |
42 |
2.6508 |
.84809 |
|||||
|
Dimension
2: Quality of Support and Supervision |
Humanities |
60 |
2.5767 |
1.05193 |
.535 |
100 |
.594 |
Not
Significant |
|
Scientific |
42 |
2.4619 |
1.08604 |
|||||
|
Dimension
3: Quality of Assessment |
Humanities |
60 |
2.7267 |
1.02575 |
-2.442 |
100 |
.016 |
Significant |
|
Scientific |
42 |
3.2238 |
.99187 |
|||||
|
Dimension
4: Obstacles |
Humanities |
60 |
3.8583 |
.88192 |
-.892 |
99.790 |
.375 |
Not
Significant |
|
Scientific |
42 |
3.9881 |
.58683 |
|||||
|
All
Dimensions |
Humanities |
60 |
3.0064 |
.70511 |
-.573 |
95.751 |
.568 |
Not
Significant |
|
Scientific |
42 |
3.0812 |
.60622 |
Critical t-values:
·
At df = 100, α = 0.05 → t = 2
·
At df = 100, α = 0.01 → t = 2.660
It is clear from Table (19) that
there are no statistically significant differences between the responses of the
study sample attributed to the high school specialization variable in all
dimensions of the questionnaire except for the third dimension. The researchers
attribute this to the unified education policy in Palestine and the similar
outcomes, in addition to the fact that the difficulties faced by students are
the same regardless of their high school specialization. The university
services provided to them during distance learning are identical, which aligns
with the findings of Al-Najdi's study (2012), which found no differences
attributed to the specialization variable.
To determine the effect size of the
independent variable on the dependent variable, the researchers used Eta
squared (η² = t² /
(t² + df)).
Table (20): Effect Size of the
Variable (High School Specialization: Humanities vs. Scientific) on Study
Sample Responses
|
Source of Variance |
T-value |
η² Value |
Effect Size |
|
Dimension 3: Quality of Student Performance
Assessment Services |
-2.442 |
0.056 |
Medium |
From Table (20), the
effect of the independent variable (high school specialization: humanities
or scientific) on the dependent variable (mean evaluation scores of the
study sample) in Dimension 3 is medium. The
differences favor the higher arithmetic mean group—students with a scientific high
school background. This may be attributed to their stronger analytical skills
in understanding performance assessment criteria, given their proficiency in
quantitative subjects.
Results Related to the Third
Hypothesis:
Hypothesis 3: There
are no statistically significant differences (α ≤ 0.05) in the study
sample’s evaluation of distance education service quality attributed to college
major (scientific vs. humanities).
The researchers used a two-independent-samples
t-test to test this hypothesis. Table (21) presents
the results:
Table (21): t-Test Results for
Differences in Responses by College Major
|
Dimension |
College Major |
N |
Mean |
SD |
t-value |
df |
Sig. |
Significance |
|
1. Quality of Content |
Scientific |
25 |
2.9800 |
1.01985 |
1.302 |
100 |
.196 |
Not Significant |
|
Humanities |
77 |
2.7100 |
.86027 |
|||||
|
2. Quality of
Support/Supervision |
Scientific |
25 |
2.7600 |
1.09848 |
1.253 |
100 |
.213 |
Not Significant |
|
Humanities |
77 |
2.4545 |
1.04662 |
|||||
|
3. Quality of Assessment |
Scientific |
25 |
3.2560 |
1.11583 |
1.823 |
100 |
.071 |
Not Significant |
|
Humanities |
77 |
2.8260 |
.99438 |
|||||
|
4. Obstacles to Distance
Learning |
Scientific |
25 |
3.9750 |
.76206 |
.469 |
100 |
.640 |
Not Significant |
|
Humanities |
77 |
3.8912 |
.78098 |
|||||
|
All Dimensions |
Scientific |
25 |
3.2428 |
.65716 |
1.801 |
100 |
.075 |
Not Significant |
|
Humanities |
77 |
2.9704 |
.65670 |
Critical t-values:
·
At *df = 100*, α = 0.05 → t = 2
·
At *df = 100*, α = 0.01 → t = 2.660
Key Findings:
·
No statistically significant
differences were found in any dimension based on college major.
·
The researchers attribute
this to the uniformity of university services provided to all
students, regardless of their academic discipline, aligning with findings
from Al-Sa’afin (2015) and Al-Najdi (2012).
Results Related to the Fourth
Hypothesis:
Hypothesis 4: There
are no statistically significant differences (α ≤ 0.05) in the study
sample’s evaluation of distance education service quality attributed to
academic year (second year or below vs. third year or above).
A two-independent-samples
t-test was used. Table (22) summarizes the results:
Table (22): t-Test Results for
Differences in Responses by Academic Year
|
Dimension |
Academic Year |
N |
Mean |
SD |
t-value |
df |
Sig. |
Significance |
|
1. Quality of Content |
≤ Second Year |
43 |
2.8643 |
.92529 |
.840 |
100 |
.403 |
Not Significant |
|
≥ Third Year |
59 |
2.7119 |
.89101 |
|||||
|
2. Quality of
Support/Supervision |
≤ Second Year |
43 |
2.5349 |
1.04537 |
.044 |
100 |
.965 |
Not Significant |
|
≥ Third Year |
59 |
2.5254 |
1.08335 |
|||||
|
3. Quality of Assessment |
≤ Second Year |
43 |
2.9488 |
1.13397 |
.145 |
100 |
.885 |
Not Significant |
|
≥ Third Year |
59 |
2.9186 |
.96926 |
|||||
|
4. Obstacles to Distance
Learning |
≤ Second Year |
43 |
4.0058 |
.70074 |
1.049 |
100 |
.297 |
Not Significant |
|
≥ Third Year |
59 |
3.8432 |
.82152 |
|||||
|
All Dimensions |
≤ Second Year |
43 |
3.0885 |
.65620 |
.664 |
100 |
.508 |
Not Significant |
|
≥ Third Year |
59 |
2.9998 |
.67286 |
Key Findings:
·
No statistically significant
differences were found based on academic year.
·
The researchers explain this
by the equal distribution of university services to all
enrolled students, consistent with Al-Sa’afin’s (2015) findings.
Summary of Key Results
1.
Quality of Content: Medium (55.5%).
2.
Quality of
Support/Supervision: Low (50.59%).
3.
Quality of Assessment: Medium (58.62%).
4.
Obstacles to Distance
Learning: High (78.23%).
5.
No significant differences were
found based on:
o Gender
o High school specialization
o College major
o Academic year.
Recommendations
Based on the results, the
researchers recommend:
1.
Promoting E-Learning Quality
Culture:
o Organize conferences and workshops to raise awareness of
e-learning quality standards.
2.
Institutional Development:
o Universities should prioritize developing distance
education quality standards, especially given increasing competition among
institutions.
3.
Faculty Training:
o Train faculty members in designing and delivering e-courses to
align with quality benchmarks.
4.
Student Preparedness:
o Provide intensive training programs and user manuals to help
students navigate e-learning platforms effectively.
5.
Policy and Accreditation:
o The Ministry of Higher Education should form
national task forces to monitor and enforce e-learning quality standards in
collaboration with local universities.
References and Sources
Abu Allam, R. (2011). Research methods in
psychological and educational sciences (6th ed.) (In Arabic). Cairo, Egypt:
University Publishing House.
Abu Madi, S, Abu Rahma, M. 2024. The Impact of
Obstacles to Sustainable Development on the Quality of Education: An Analytical
Study of the Southern Governorates of Palestine. Journal of the Palestinian
Educators Association for Literature, Educational and Psychological Studies,
Vol. 5, No. 13, pp. 243-248.
Abu Sharar, A. (2009). The degree of commitment
of educational supervisors to employing the characteristics of modern
educational supervision in UNRWA schools in Jordan from teachers’ perspectives
[Master’s thesis] (In Arabic). Middle East University for Graduate Studies,
Jordan.
Al-Agha, E. (2002). Educational research and its
elements, methods, and tools (4th ed.) (In Arabic). Islamic University, Gaza,
Palestine.
Al-Farra, I., & Al-Awadi, R. (2013).
Measuring the quality of services provided by Palestinian universities in light
of contemporary global variables (In Arabic). Paper presented at the First
Scientific Conference, Al-Quds Open University, Palestine, October 22.
Al-Mulla, A. (2016). Evaluation of distance
education experience in Malaysian universities and the Faculty of Education for
Girls according to quality standards adopted from the UK Quality Assurance
Agency for Higher Education (In Arabic). International
Journal of Educational Research, United Arab Emirates
University, 39, 123–168.
Al-Najdi, S. (2012). Evaluating the quality of
e-learning at Al-Quds Open University in light of global quality standards (In
Arabic). Palestinian Journal of Open Education,
3(6), 11–48.
Al-Rubaie, L. S. (2007). Factors attracting
foreign students in targeting university international markets: An analytical
study of the trends of foreign students at Petra University (In Arabic). Baghdad
College Journal of University Economic Sciences, 16,
11–55.
Al-Saafin, F. (2015). A proposed strategy to
improve the quality of student services in Palestinian universities
[Unpublished master’s thesis] (In Arabic). Islamic University, Faculty of
Education, Palestine.
Awaj, S., & Tabari, S. (2016). The role of
social media in supporting distance education among university students (In
Arabic). Paper presented at the 11th International Conference: "Learning
in the Era of Digital Technology," Tripoli, April 22–24.
https://search.emarefa.net/detail/BIM-1572958 Müller, T., &
Goldenberg, G. (2021). Emergency Remote Teaching and Its Impact
on Higher Education Quality. Journal of Higher Education Policy, 39(4),
521-540.
https://search.emarefa.net/detail/BIM-1603876
Hussein, Ik. 2022. The Impact of Modern
Technology on Student Achievement in Light of the Coronavirus Pandemic from the
Perspective of Teachers in the Northern Governorates of the West Bank. Journal
of the Palestinian Educators Association for Literature, Educational and
Psychological Studies, Vol. 2, No. 6, pp. 153-183.
Islamic University of Gaza. (2020). Annual
Report on E-Learning Challenges. Retrieved from www.iugaza.edu.ps
Ministry of Higher Education, Palestine. (2020). Policies
for Distance Education During Emergencies. Retrieved from www.mohe.gov.ps
Tawil, W.
2024. Digital empowerment and the use of electronic platform and its impact on
learning and teaching. Journal of the Palestinian Educators Association
for Literature and Educational and Psychological Studies،Vol. 4, no. 12, pp.126-148.
https://search.emarefa.net/detail/BIM-1604187
UNESCO. (2021). Global Education Monitoring Report:
Inclusion and Education in Palestine. Paris: UNESCO Publishing.
Wang, L., et al.
(2022). E-learning Quality Indicators during Crisis: Evidence from
Asian Universities. International
Review of Education, 68(3), 401-420.
World Bank. (2020). The Impact of Digital Infrastructure on
Higher Education in Conflict Zones. Washington, DC: World Bank
Group.