Main Article Content
This study aims to investigate the level of utilization of online learning in kindergartens in Jordan during the covid-19 pandemic from the teachers’ point of view. The study sample consists of 225 female teachers from both public and private schools in Jordan. To collect data, a survey was developed and implemented to the study sample after obtaining its validity and reliability. The survey intended to measure three dimensions (teaching, communication, and technological competencies). The results have shown that the mean scores of the level of utilization of online learning in kindergartens during the covid-19 pandemic from a teachers’ point of view were moderate and it also showed statistical differences in the level of utilization of online learning attributed to the type of school in favor of private schools. A correlation between the number of years of expertise and both academic qualification and private education was also noticed.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.
The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.
For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code
- Abubakar, S. R., Sahriana, N., Hidayat, A., Pabunga, D. B., & Hidayah, A. N. (2020). Management of Learning from Home Program in Kindergarten. In 2nd International Conference Innovation in Education, Advances in Social Science, Education and Humanities Research, 504, 361-364.
- Alezra, F. (2021). Far from the Eyes, Close to the Heart? The Attitude of Kindergarten Teachers to Distance Learning in Kindergartens in Israel, Rocznik Pedagogiczny, 43, 117-136.
- Alkhawaldeh, M., Hyassat, M., Al-Zboon, E., & Ahmad, J. (2017). The role of computer technology in supporting children’s learning in Jordanian early years education. Journal of Research in Childhood Education, 31(3), 419- 429.
- Arthur-Nyarko, E., Agyei, D. D., & Armah, J. K. (2020). Digitizing distance learning materials: Measuring students’ readiness and intended challenges. Education and Information Technologies, 1-16.
- Bani Hani, A., et al. (2021). Medical students and risk of COVID-19 infection: A descriptive cross-sectional study from the University of Jordan. Annals of Medicine and Surgery, 70,102775. https://doi.org/10.1016/j.amsu.2021.102775
- Barnett, W.S., & Jung, K. (2020). Understanding and responding to the pandemic’s impacts on preschool education: What can we learn from last spring? New Brunswick, NJ: NIEER.
- Bigatel, P. M., Ragan, L. C., Kennan, S., May, J., & Redmond, B. F. (2012). The identification of competencies for online teaching success. Journal of Asynchronous Learning Networks, 16(1), 59-77.
- Bonal, X. & González, S. (2020). The impact of lockdown on the learning gap: family and school divisions in times of crisis. International Review of Education, 66, 635–655.
- Brinks, V., & Ibert, O. (2020). From corona virus to corona crisis: The value of an analytical and geographical understanding of crisis. Tijdschrift voor economische en sociale geografie, 111(3), 275-287.
- Campana, K., Mills, E., Hainees, C., Prendergast, T., & Martens, M. (2019). To Tech or Not to Tech? The Debate about Technology, Young Children, and the Library. Children and Libraries: The Journal of ALSC, 17 (2), 20-26.
- Dong, C. (2016). Young children’s use of ICT in Shanghai preschools. Asia-Pacific Journal of Research in Early Childhood Education, 10(3), 97-123.
- Dong, C., & Mertala, P. (2019). It is a tool, but not a ‘must’: Early childhood preservice teachers’ perceptions of ICT and its affordances. Early Years, 1–16. https://doi.org/10.1080/09575146.2019.1627293
- Edwards, S., Mantilla, A., Henderson, M., Nolan, A., Skouteris, H., & Plowman, L. (2018). Teacher practices for building young children’s concepts of the internet through play-based learning. Educational Practice and Theory, 40(1), 29–50.
- Fayez, F., Ahmad, J., & Oliemat, E. (2016) Jordanian Kindergarten and 1st-Grade Teachers’ Beliefs About Child-Based Dimensions of School Readiness. Journal of Research in Childhood Education, 30(3), 293-305
- Ferraro, F. V., Ambra, F. I., Aruta, L., & Iavarone, M. L. (2020). Distance Learning in the COVID-19 Era: Perceptions in Southern Italy. Education Sciences, 10(12), 355.
- Ferreira, J., Behrens, M., Torres, P., & Marriott, R. (2018). The Necessary Knowledge for Online Education: Teaching and Learning to Produce Knowledge. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2097-2106.
- Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency Societies, 10(4), 84-96. https://doi.org/10.3390/soc10040086
- Foti, P. (2020). Research in Distance Learning in Greek Kindergarten Schools during the Pandemic of Covid-19 Possibilities, Dilemmas, Limitations. European Journal of Open Education and E-learning Studies, 5(1), 19-40.
- Gayatri, M. (2020). The Implementation of Early Childhood Education in The Time Of Covid-19 Pandemic: A Systematic Review. Humanities & Social Sciences Reviews, 8( 6),46-54 https://doi.org/10.18510/hssr.2020.866 46
- Griebling, S., & Gilbert, J. (2020). Examining the Value of a Summer Kindergarten Transitioning Program for Children, Families, and Schools. School Community Journal, 30(1), 191-208.
- Gupta, S., & Gupta, M. (200). Technology and E-Learning in Higher Education. Technology, 29(4), 1320-1325.
- Kara, N., & Cagiltay, K. (2017). In-service Preschool Teachers’ Thoughts about Technology and Technology Use in Early Educational Settings, CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2017, 8(2), 119-141.
- Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: A technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37(3), 209–218.
- Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145-158.
- Koçoglu, E., & Tekdal, D. (2020). Analysis of Online learning Activities Conducted during COVID-19 Pandemic. Educational Research and Reviews, 15(9), 536-543.
- Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal (AWEJ), 11(4) 351-362.
- Manches, A., & Plowman, L. (2017). Computing education in children’s early years: A call for debate. British Journal of Educational Technology, 48(1), 191–201.
- Markova, T., Glazkova, I., & Zaborova, E. (2017). Quality issues of online distance learning. Procedia-Social and Behavioral Sciences, 237, 685-691.
- Nuraini, N. S., Qihua, S., Venatius, A. S., Slamet, T. I., & Cholifah, P. S. (2020). Distance Learning Strategy in Covid-19 Pandemic for Primary Schools. International Webinar Series-Educational Revolution in Post Covid Era, 107-116.
- OECD (2020). Building a high-quality early childhood education and care workforce: Further results from the starting strong survey 2018. Paris: TALIS, OECD Publishing. https://doi.org/10.1787/b90bba3d-en
- Sari, T., & Nayır, F. (2020). Challenges in Online learning During the (Covid-19) Pandemic Period. Qualitative Research in Education, 9(3), 328-360.
- Themeli, C., Bougia, A. (2016). Tele-proximity: Tele-community of inquiry model. Facial cues for social, cognitive, and teacher presence in online learning. International Review of Research in Open and Distributed Learning: IRRODL, 17(6), 145-163.
- Unicef (2020). The Middle East and North Africa out-of-school children initiative Jordan country report on out-of-school children. https://www.unicef.org/jordan/media/5501/file/OSC-Report-EN.pdf
- United Nations (UN) (2020). Policy brief: Education during COVID19 and beyond. https://www.un.org/sites/un2.un.org/fles/sg_ policy_brief_covid-19_and_education_august_2020.pdf
- Van Overmeire, R. (2020). The myth of psychological debriefings during the corona pandemic. Journal of Global Health, 10(2).
- World Health Organization (2020). Key Messages and Actions for COVID-19 Prevention and Control in Schools, visited on 4/12/2020, available at: https://covid19-evidence.paho.org/handle/20.500.12663/792
- Yıldırım, B. (2021). Preschool education in Turkey during the Covid-19 pandemic: A phenomenological study. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01153-w