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Difficulties Faced By English Teachers In E-learning: A Comparative Study Among Teachers Of Palestinian And The Occupied Palestinian Territories Schools

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dc.contributor.authorTahani R.K. Bsharaten_US
dc.contributor.authorFariza Puteh Behaken_US
dc.contributor.authorSuzanah Binti Selamaten_US
dc.contributor.authorEnas A. A. Abuhamdaen_US
dc.contributor.authorYousef A. Y. Almadhounen_US
dc.contributor.authorMosaddaq Y. Barahmehen_US
dc.contributor.authorIslam Asim Ismailen_US
dc.contributor.authorMunther Zyouden_US
dc.contributor.authorKhaled Abdul-Jaleel Dweikaten_US
dc.contributor.authorNidal Jayousien_US
dc.contributor.authorJandal Ahmad Mohammed Salahen_US
dc.contributor.authorHuda M. H. Frihaten_US
dc.date.accessioned2024-05-28T06:40:06Z
dc.date.available2024-05-28T06:40:06Z
dc.date.issued2022
dc.date.submitted2023-2-4
dc.descriptionVolume:10 Issue: 1en_US
dc.description.abstractThis comparative paper has made a number of significant contributions to the field of e-learning. The paper explored the difficulties of using e-learning among teachers in Palestine and Occupied Palestine Territories. This paper is based on four questions and four hypotheses were formulated. For data collection, the researchers used a questionnaire. The Statistical Package for the Humanities (SPSS V. 23)is used for analyzing the data. Our results go beyond previous reports, showing that teachers in both areas face tremendous difficulties related to the student themselves and the subject itself. However, our results are opposite to the findings of the study of Al Subaie (2017) and Al-Harash, Mufleh, and Al-Dahon (2010), which showed that the difficulties related to hardware and software are the most noticed obstacles. Planned comparisons also revealed that there are no differences in the degree of teachers' use of e-learning. Even though we did not replicate the previously reported studies in 2020 and 2021, our results state that there were differences due to the place variable in favor of West Bank teachers. The paper recommends teachers reduce the burdens in the classroom to encourage students to focus during e-learning. Future investigations are necessary to validate the kinds of conclusions that can be drawn from this study. Future studies could fruitfully explore this issue further by conducting a study on teachers’ competencies related to e-learning between the aforementioned areas.en_US
dc.identifier.epage9
dc.identifier.issn2320-8708
dc.identifier.issue1
dc.identifier.spage1
dc.identifier.urihttps://www.erpublications.com/uploaded_files/download/tahani-fariza-suzanah-enas-yousef-mosaddaq-islam-munther-khaled-nidal-jandal-huda_vuygi.pdf
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/7532
dc.identifier.volume10
dc.language.isoen_USen_US
dc.publisherER Publicationsen_US
dc.relation.ispartofInternational Journal of Enhanced Research in Educational Development (IJERED)en_US
dc.subjectEnglish teachers; e-learning; teaching difficulties; Occupied Palestine Territoriesschools; Occupied Palestinianschools,burdens; and Covid-19.en_US
dc.titleDifficulties Faced By English Teachers In E-learning: A Comparative Study Among Teachers Of Palestinian And The Occupied Palestinian Territories Schoolsen_US
dc.typeArticleen_US
dspace.entity.typePublication

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