Replacing offline

education by online
Education during
COVID‑19 pandemic
in The
Dr. Higher
Mona Kadrey Replacing offline education
Education in Egypt.
by online Education during
COVID-19 pandemic in The
Higher Education in Egypt.

Members
- Ahmed Elsayed Tohamy
- Mohamed Aboelmagd Mahmoud
- Demiana Wasfy fawzy
- Waled Abo El Gheait
- Mohamed reda FagElnour
- Mahmoud Fathy Morshed

Group: 3rd E-Business

TABLE OF CONTENTS

Research Title................................................................................................................................................. 2

Abstract.......................................................................................................................................................... 2

Introduction.................................................................................................................................................... 3

Problem identification..................................................................................................................................... 6

Objectives....................................................................................................................................................... 7

Questions........................................................................................................................................................ 7

Literature Review............................................................................................................................................ 7

Theoretical framework and hypothesis development......................................................................................10

Research Design........................................................................................................................................... 12

Findings....................................................................................................................................................... 12

Conclusion.................................................................................................................................................... 13

REFERENCES............................................................................................................................................. 15

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RESEARCH TITLE

Replacing offline education by online Education during COVID-19

pandemic in The Higher Education in Egypt.

ABSTRACT

Value – significant

Purpose – During the COVID-19 pandemic, instructive establishments had to

close down, causing monstrous interruption of the schooling framework. This
paper for analyzing the students’ satisfaction and engagements with the e-
learning in the higher education.

Design/methodology/approach – Information were gathered by studying 1632

college understudies and an underlying condition displaying strategy was utilized
to investigate the information.

Findings – 72.8% of participants were satisfied with the e-learning and 84.6%
were engaged with the instructors and the materials.

Implications –

 The extension of the Technology Acceptance Model for making it relevant

to the current COVID-19 situation, and its application in the context of
higher education to assess students’ intention to use e-learning systems.
 The core theoretical focus of this study was to develop a conceptual model
to identify factors impacting the students’ intention to e-learning
participation during the COVID-19 pandemic and to analyze the
satisfaction and engagement of students with e-learning.

Keywords

Online learning, Student engagement, Student satisfaction, Social cognitive

theory, education during COVID

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INTRODUCTION

The COVID‐19 pandemic has influenced networks, organizations, and economies

all throughout the planet; it has additionally influenced advanced education
establishments (UNESCO, 2020). The pandemic has additionally forced a
specific level of progress upon advanced education foundations, as grounds have
been closed somewhere around specialists across the globe trying to check the
spread of the infection. Subsequently, advanced education organizations across
the world ended up in a competition to promptly present internet learning choices
for staff and understudies (UNESCO, 2020). This unexpected change has
demonstrated trying for the two understudies and teachers, who have needed to
conform to an altogether different methodology, moving from an assumption for
vis-à-vis homeroom cooperation's to a prerequisite to quickly adjust to online
classes from far off areas, joined with an absence of social contact. The present
circumstance has constrained advanced education organizations to change their
concentration towards successfully conveying on the web instruction and
evaluating results to their understudies' fulfillment.

Numerous examinations that have explored the impacts of COVID‐19 on

advanced education were completed in created nations, explicitly, in the USA and
Europe (Johnson et al., 2020; Wotto, 2020). Bedouin nations, like Egypt, Saudi
Arabia, Jordan, and United Arab Emirates, have a developing revenue in internet
learning; in any case, it stays in its underlying stages, particularly in correlation
with Western nations (Adel, 2017). The pandemic of COVID-19 has likewise
gone over a few snags concerning web based learning in numerous Arab nations
(Lassoued et al., 2020). For instance, a few understudies experience the ill effects
of not getting appropriate preparing prior to utilizing web based learning
frameworks and, sometimes, they need to utilize unbendable internet learning
frameworks (Diab and Elgahsh, 2020). Moreover, they likewise experience the ill
effects of an absence of ICT framework including low data transmission
associations and Internet detachment, explicitly in numerous provincial and far
off regions (Diab and Elgahsh, 2020; Lassoued et al., 2020). Additionally, one of
the implications of the pandemic which obliged practically the entirety of the
understudies to remain and learn in their homes, for their security, is that different
understudies from a similar family are constrained to go to online classes from a
similar spot and simultaneously. This causes internet learning at home not to be
the most reasonable climate for web based learning. These obstructions

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essentially diminish the nature of internet learning and influence understudies'
inspiration and investment during web based learning.

Egypt, as an agricultural nation, has been fostering its data and correspondence
innovation (ICT) foundation since 1985, and it keeps on advancing it in training
—particularly advanced education—to cultivate the inspiration of educators and
understudies to learn (El-Khouly, 2018; Kamel and Hussein, 2002). Between net
clients in Egypt have altogether expanded in the course of recent years from 2013
to 2019 to arrive at roughly 51 million clients. 73.81% of them are tertiary
understudies, and 44.3% of their Internet exercises are for instructive purposes
(MCIT, 2015). As a great deal of understudies in Egypt depend fundamentally on
web based learning since the episode of the pandemic, Internet access has
reached 57.3% (MCIT, 2020a, 2020c). Additionally, toward the finish of July–
September 2020, the use of Mobile gadgets has reached 94.09% and expanded to
95.37% by November 2020 (MCIT, 2020b, 2020c). This reliance on Internet
organizations and advanced frameworks ask the Egyptian government to settle on
critical choices with respect to the improvement of the ICT foundation.

The Egyptian advanced education framework includes 24 administrative colleges,

26 non-legislative colleges, and 158 exceptional advanced education
establishments (MOHESR, 2017). This broad advanced education framework
serves a developing number of tertiary understudies each year (MOHESR, 2016).
To satisfy the necessities of understudies and improve and foster the nature of
advanced education, the service of advanced education has zeroed in on a
computerized change procedure that has seen them direct their financing towards
web based learning frameworks projects since 2004 (MCIT, 2009; SCU, 2018).
Since the new COVID episode in mid-March, a few college understudies in
Egypt have proceeded with their scholarly investigations through a completely
web based learning measure (Mahmoud, 2020; Mai, 2020). On one hand, a few
advanced education establishments in Egypt have profited with Internet offices in
conveying the learning content either through the formal instructive stages such
as, Moodle stage, colleges' sites, or through free correspondence stages, for
example, Google homeroom and Zoom gatherings (Sobaih et al., 2020). Then
again, different employees utilize numerous interpersonal interaction locales like
WhatsApp, Facebook, and YouTube to effectively speak with their understudies
(Sobaih et al., 2020). Thusly, significant endeavors are dedicated to diminishing
the innovation education for the two understudies and teachers. In such manner,
these advanced education establishments have gotten more mindful of the
significance of web based learning not exclusively to conquer this exceptional

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circumstance yet in addition to react to the next squeezing instructive difficulties
for the future improvement of Egyptian advanced education overall.

A digitized learning measure, in which understudies are a long way from their
teachers and peers and cooperate more with an internet learning framework, may
affect understudy commitment and, thusly, results. Understudy commitment in
learning conditions that are interceded by innovation is a key test that can impede
the viability of internet learning (Henrie et al., 2015; Oncu and Cakir, 2011). In
advanced education, the commitment of online understudies is related with
significant results like understudy fulfillment, view of learning, and learning
diligence (Bolliger and Halupa, 2018; Gray and DiLoreto, 2016; Jung and Lee,
2018). Numerous examinations have researched understudy insight and
mentalities towards internet learning with regards to Egyptian advanced
education (El Gamal and Abd El Aziz, 2012; El-Seoud et al., 2014). In any case,
there has been restricted examination into the conduct of online college
understudies, and subsequently, little is perceived about what their conduct
means for the fulfillment of results. This examination looks to apply social
intellectual hypothesis (SCT) to fill in this hole by exploring the individual and
natural impacts that influence the commitment and fulfillment of online
understudies. SCT represents how close to home and natural impacts proactively
shape singular conduct. Appropriately, the current examination endeavors to
investigate the underlying connections between scholarly self-viability (as an
individual impact), saw helpfulness and showing presence (as ecological
impacts), understudy's conduct, passionate, and psychological commitment
(conduct), and understudy fulfillment (as a result) in web based learning. Earlier
investigations have affirmed the huge impacts of scholarly self-viability, seen
helpfulness, and showing presence on online understudy commitment (Gray and
DiLoreto, 2016; Jung and Lee, 2018; Martin et al., 2018; Zhai et al., 2018),
nonetheless, the consequences for every commitment measurement were
muddled. Moreover, numerous experimental bits of proof have uncovered that
online understudy commitment essentially impacts their fulfillment (Bolliger and
Halupa, 2018; Fisher et al., 2018; Gray and DiLoreto, 2016); notwithstanding, the
interesting impact of every commitment measurement on understudy fulfillment
with web based learning was not explored. Accordingly, the flow study tends to
these holes by inspecting the exploration model proposed in this examination.

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PROBLEM IDENTIFICATION

The dangerous and irresistible infection Corona Virus otherwise called Covid-19
has profoundly influenced the worldwide economy. This misfortune has likewise
stirred up the instruction area, and this dread is probably going to reverberate
across the schooling area universally. The Covid-19 pandemic episode
constrained many schools and universities to stay shut for a brief time. A few
regions are influenced worldwide and there is a dread of losing this entire
continuous semester or considerably more in the coming future. Different
schools, universities, and colleges have suspended face to face instructing.
According to the appraisal of the specialists, it is questionable to return to
ordinary instructing at any point in the near future. As friendly separating is
transcendent at this stage, this will effetely affect learning openings. Instructive
units are battling to discover choices to manage this difficult circumstance. These
conditions cause us to understand that situation arranging is a critical requirement
for scholarly foundations (Rieley, 2020). This is a circumstance that requests
humankind and solidarity. There is an earnest need to secure and save our
understudies, workforce, scholarly staff, networks, social orders, and the country
in general.

A few contentions are related with e-learning. Availability, moderateness,

adaptability, learning teaching method, deep rooted learning, and strategy are a
portion of the contentions identified with online instructional method. It is said
that the online method of learning is effectively available and can even arrive at
provincial and distant regions. It is viewed as a generally less expensive method
of instruction as far as the lower cost of transportation, convenience, and the
general expense of establishment based learning. Adaptability is another
intriguing part of internet learning; a student can timetable or plan their time for
culmination of courses accessible on the web. Consolidating up close and
personal talks with innovation leads to mixed learning and flipped study halls;
this sort of learning climate can build the learning capability of the understudies.
Understudies can learn whenever and anyplace, accordingly growing new
abilities in the process prompting long lasting learning. The public authority
additionally perceives the expanding significance of internet learning in this
powerful world.

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OBJECTIVES

The objective to overcome the problem:

– Saving time and effort for students and academic staff.

– Continuity of education during COVID-19 pandemic.
– Identifying student satisfaction and engagement with online education.
– Protect students and academic staff from infection.
– Increase students’ awareness about online education.

QUESTIONS

1. How can we save the time and efforts of students and academic staff
during COVID?
2. How can we keep the continuity of education during the pandemic?
3. How can we collect data about students’ engagement and satisfaction?
4. How can we reduce the physical meetings between students and academic
staff?
5. What tools can we use to increase the awareness of the students about E-
Education?

LITERATURE REVIEW

COVID Statistics in Egypt:

Coronavirus Cases Deaths Recovered

284,215 16,518 229,712

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Albeit the main rush of the novel Coronavirus pandemic saw the world shift to an
internet learning framework totally, in the second wave most instructive
establishments turned to a half and half learning framework. Remembering that
individuals all throughout the planet are currently beginning to slide into
existence with Covid-19 as the new typical, scientists are keen on discovering the
impact of crossover learning frameworks on the understudies' degree of
fulfillment. In such manner, an earlier report was alluded to, to break down the
impact of mixture realizing, which is a mix of up close and personal and e-
learning frameworks, on understudies' degree of fulfillment. Also, in a study by
Adams et al. (2015), an experiment was conducted to compare the effectiveness
of a hybrid versus a traditional lecture format. It was observed that apart from the
format, the rest of the variables such as the instructor, the lesson content, the
worksheets, and assessments were exactly the same. The results of this
experiment showed that there was a significant difference between the
satisfaction dynamics of the traditional and hybrid learning systems. The students
of traditional learning showed better levels of performance as compared to the
other group of students.

In addition to this, the analysis also revealed that the students in the hybrid
learning format were not quite interactive with each other and the instructors, due
to the barriers that existed in the modes of communication, and relied on
technology for all the learning materials. This study emphasized on the notion
that e-learning can affect students' satisfaction due to a lack of face-to-face
interaction with the instructors and peers. In another study, (Cole et al., 2014)
revealed that the students are relatively satisfied as compared to totally online
learning.

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The research was conducted over a time span ranging from three years, between
graduate and undergraduate students. There were 541 students who attempted an
online survey, while there was no significant difference in the levels, age, or
gender of the participants. Results revealed that the participating student
population was relatively satisfied with these factors, including the convenience

that came with e-learning. However though, these same students were less
satisfied with online learning when it came to the question of the lack of
interaction with their instructors as well as peers. Therefore, this study showed
that overall, hybrid learning tends to have a positive impact on the level of
student satisfaction.

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THEORETICAL FRAMEWORK AND HYPOTHESIS DEVELOPMENT

Ke and Hoadley (2009) suggested that there is no “one size fits all frameworks”
when evaluating online learning communities. From the literature on e-learning,
there are a number of identified antecedent factors that could potentially
influence participation in e-learning. Besides, factors related to the current
situation of pandemic (COVID-19) may also impact the participation in e-
learning. The research model for this study is developed based on the literature
review outlined above. Firstly, several antecedent factors that may affect
participation in e-learning are identified. Secondly, these factors are used to build
a theoretical framework which will be evaluated and examined empirically.

COVID-19 related factors

At the hour of composing the paper, the exploration on the COVID-19 is new, as
it is a moderately later occasion. Henceforth, the exploratory motivation behind
the paper is to distinguish potential factors that may sway e-learning cooperation
in isolate time. In this manner, we plan to audit the most as of late distributed
investigations on this point.

Moreover, the COVID-19 isolate circumstance is caught on both as the figure

defining the setting of the individual, constraining one to take an interest
exclusively in removed e-learning, and an interceding variable, which defines
how the method of e-learning is done. In addition, seen convenience and seen the
ease of utilize of e-learning, which compares to the convictions among the
understudies that e-learning will work for them have broadly been as of late
utilized in comparative thinks.

H1. Awareness of COVID-19 has a positive effect on the intention to e-learning

participation.

H1a. Awareness of COVID-19 has a positive effect on perceived usefulness.

H1b. Awareness of COVID-19 has a positive effect on perceived ease of use.

H2. Perceived challenges during COVID-19 has a negative effect on the

intention to e-learning participation.

H2a. Perceived challenges during COVID-19 has a negative effect on perceived

usefulness.

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H2b. Perceived challenges during COVID-19 has a negative effect on perceived
ease of use.

H3. Perceived educational institutions preparedness during COVID-19 has a

positive effect on the intention to e-learning participation.

H3a. Perceived educational institutions preparedness during COVID-19 has a

positive effect on perceived usefulness.

H3b. Perceived educational institutions preparedness during COVID-19 has a

positive effect on perceived ease of use.

H4. Perceived usefulness has a significant effect on the intention to e-learning

participation.

H5. Perceived ease of use has a significant effect on the intention to e-learning
participation.

H5a. Perceived ease of use has a significant effect on perceived usefulness.

Intention to participate in e-learning

Within the current ponder, our subordinate variable is e-learning cooperation,

which is measured by the student’s deliberate to take part. There may be
numerous distinctive components that seem affect the deliberate of understudies
to take part in e-learning amid the isolated circumstance.

In addition, we proposed to look at a few potential person characteristics as

control variables when surveying the demonstrate. We contend that the more
youthful understudies are more accepting the utilize of IT for learning. Prove is
confusing in this perspective.

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RESEARCH DESIGN

Research Methodology:
We use Quantitative Approach (Questionnaire) through www.surveymonkey.com

Data Gathering technique:

The data that we collected from the above survey is primary.

Sample size and technique:

Undergraduate students were invited randomly to fill out a survey online through
www.surveymonkey.com platform 1632 participants completed the survey. 18%
of the participants were first-year students (n = 294), 32% were second-year
students (n = 522), 28% were third-year students (n = 457), and 22% were fourth-
year students (n = 359).

While 80% of the participants were enrolled in public universities, the rest were
enrolled in private universities.

Data Analysis:
The survey was conducted to understand whether the participants perceive the
usefulness of a material or method differently in on-campus education and e-
learning.

Associations were explored between student satisfaction with e-learning and the
three factors instructor support, student interaction and collaboration, and student
autonomy) using Pearson correlation analysis and regression analysis.

FINDINGS

We find that 72.8% of participants were satisfied with the e-learning and 84.6%
were engaged with the instructors and the materials.

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CONCLUSION

The education of university students has been interrupted due to COVID-19

pandemic. The current situation has imposed unique challenges of smoothly
maintaining the process of teaching and learning, as such e-learning has become
an immediate solution to cope with the disruption in higher education.

The results of this research revealed several theoretical implications:

1. The first being the extension of the Technology Acceptance Model for
making it relevant to the current COVID-19 situation, and its application
in the context of higher education to assess students’ intention to use e-
learning systems.

2. The core theoretical focus of this study was to develop a conceptual

model to identify factors impacting the students’ intention to e-learning
participation during the COVID-19 pandemic

3. To analyze the satisfaction and engagement of students with e-learning.

This paper theoretically contributes to the literature by showing that the

awareness of and the perceived challenges of the COVID-19 pandemic situation
were the most significant factors influencing e-learning participation during the
COVID-19 pandemic.

As students’ awareness of COVID-19 pandemic is increased, they would be more

willing to achieve their education goals through the use of e-learning systems,
especially when they are socially isolated, campus education is restricted and
have to perform their studies mostly online. Moreover, the findings showed that
no matter how well prepared the educational institutions (teachers and schools)
are, the usefulness of e-learning systems still plays the leading role in enhancing
the students’ intention to participate in e-learning.

Surprisingly, we did not find any direct impact of ease of use of e-learning
systems to the intention of e-learning Students’ perspectives on e-learning 1632
participations.

Perhaps, blended learning (offline and online education) could be still the most
proffered modes of learning for the students. In other words, a blended approach,
where traditional teaching is combined with online teaching, should have ushered

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the students to participate in e-learning. Have found that there are multiple
challenges in terms of educational preparedness during the COVID-19.

However, in this study, it was found that educational institutions preparedness

has little to no effect on the intention to participate in e-learning. Thus, the
educational institutions are advised to consider the findings of this study to
review their approaches to address their politics regarding e-learning in the times
of the quarantine. We also found that the effects of the perceived pandemic
challenges and educational institutions preparedness are different for experienced
and inexperienced users of e-learning systems as well as among female and male
students. As such, gender should be considered as a crucial factor in e-learning
initiative taken by the educational institutions.

Perceived challenges seem to have the most negative impact on women in the
pandemic situation and their participation in e-learning.

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Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student

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