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REMOTE LEARNING AND ITS EFFECTS ON THE CRITICAL THINKING ABILITIES OF
LEARNERS IN OMAN
Ms. Khaloud Al Makh oumi
Uni e si y o Technology and Applied Sciences, Ib i, Oman
D . Vi end a Gawande
Oman College o Managemen and Technology, Oman
Ms. Huda Al Badi
Uni e si y o Technology and Applied Sciences, Ib i, Oman
ABSTRACT
Online ins uc ion has become e y common and is being e y equen ly adop ed du ing an un a o able ci cums ance like,
bad wea he condi ions o some imes spanning he ins uc ion o e la ge geog aphic dis ances. In online lea ning, he mos
common conce n is whe he i is as e ec i e as ace- o- ace lea ning? S uden s in Oman Highe Educa ion Ins i u ions we e
asked o a e hei online lea ning expe iences and o iden i y he ac o s ha in luenced hei c i ical hinking abili ies du ing
he pandemic phase. The esul s o his esea ch, ha included he su ey o answe s om 130 uni e si y s uden s in Oman,
e ealed ha he as majo i y o esponden s we e unsa is ied wi h hei online lea ning expe iences.
Keywo ds:
Remo e Lea ning, C i ical hinking, Lea ning en i onmen .
1. INTRODUCTION
The global lockdowns, en o ced by go e nmen s in many coun ies du ing he COVID-19 pandemic in 2019-2020, has
signi ican ly in luenced all a eas o wo k and social ac i i ies. Addi ionally, he adi ional highe educa ion ins i u ions we e
equi ed o make he ansi ion o e nigh om ace- o- ace, o a ully online eaching me hodology. This equi ed a
signi ican e ision o he basic eaching and e alua ion me hods and esou ces.
In addi ion o a ec ing he highe educa ion landscape, his dis up ion also signi ican ly in luenced s uden s' educa ional
expe iences [1]. I was necessa y o use "eme gency eLea ning" [2], since s anda d eaching and lea ning me hods we e no
longe possible. T adi ional ins i u ions we e pushed in o di ec compe i ion wi h emo e Lea ning educa ion, despi e he lack
o necessa y p e-exis ing in as uc u e en i onmen o ela ed needs o cope wi h he new eaching en i onmen [1].
In many si ua ions, academic acul y we e o ced o modi y hei ins uc ional ma e ials o o e con en o online deli e y
wi hou he equisi e aining o assis ance [3]. The adjus men s imposed by he pandemic we e equally di icul o
ins uc o s, as well as o s uden s, who has o no only ans e o a new o m o lea ning bu also s uggle wi h a numbe o
addi ional unexpec ed ci cums ances ha we e in luencing hei lea ning expe iences [1]. Some s uden s, o example, ound
i di icul , i no impossible, o s udy a home, which may be a e lec ion o hei socioeconomic condi ion [1]. Addi ionally,
some s uden s aced di icul y in accessing s udy ma e ials since hey didn' had connec ion o he in e ne o enough
bandwid h. This nega i ely a ec ed he lea ning expe iences o s uden s [4].
Al hough se e al esea ches ha e been add essed on equali y conce ns in emo e Lea ning du ing he pandemic (e.g.
[5][6][7]), mo e emphasis should ha e been made o he e ec i eness o emo e Lea ning du ing he pandemic.
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This esea ch in ends o in es iga e Oman's highe educa ion s uden s' emo e Lea ning expe iences and i s e icacy du ing
he pandemic, wi h a p ime ocus on s uden s' c i ical hinking abili ies. Fu he mo e, by analyzing he da a acqui ed om he
online su ey dis ibu ed o 130 s uden s a highe educa ion ins i u ions in Oman, his s udy emphasized on he ollowing
h ee speci ics.
1. S uden s’ pe cep ion o emo e lea ning.
2. E ec o emo e lea ning on he c i ical hinking abili ies o s uden s.
3. Fac o s which ha e in luenced s uden engagemen and c i ical hinking.
2. Resea ch Objec i es
Following a e he h ee main objec i es o his esea ch:
1. To s udy he s uden s’ pe cep ion o emo e lea ning.
2. To s udy he e ec o emo e lea ning on he c i ical hinking abili ies o s uden s.
3. To assess wha ac o s ha e in luenced s uden engagemen and c i ical hinking.
3. Li e a u e Re iew
3.1 Remo e Lea ning
The uni e sal adop ion and accessibili y o he In e ne echnologies indica es ha emo e lea ning elimina es ba ie s o ime,
dis ance, and cul u al backg ound while enabling indi iduals o ake a la ge ole in hei con inuous lea ning [8]. S uden s
may ge bene i ed om a wide ange o expe s and esou ces ha o he wise a e no a ailable locally. The possible bene i s
o emo e lea ning includes alue, pe o mance, cos -e ec i eness, and lea ne ’s sa is ac ion. These ha e been examined in
s udies con as ing emo e lea ning wi h con en ional eaching me hods; mo e knowledge, skills, and a i udes han
adi ional me hods gained by lea ne s [9].
Remo e lea ning makes i easy o dis an ly loca ed indi iduals wi h simila objec i es, opinions, and pe cep ions o make
new collabo a ions. I also assis s o es ablish social connec ions among indi iduals who a e o he wise ac ul, closed, o shy
[10]. Easie ansmission o skills is possible wi h he use imp o ed echnologies, especially among young people. O he
ad an ages o emo e lea ning includes, lexibili y, usabili y, sa is ac ion, and cos -e ec i eness [11].
Remo e lea ning may also ha e a ange o d awbacks. The in e ace layou s' opaci y may make i mo e di icul o know
abou di e en echnical issues and se up a lea ning ne wo k, in pa icula , a cu iculum o olde pa icipan s [12]. The e is
also a lack o di ec communica ion acili y, he " ace- o- ace" in e ac ion.
I seems o be ex emely c ucial om social science s uden s' pe spec i e, whe e acqui ing he in o ma ion and
communica ion skills is essen ial. One o he majo d awbacks would be ha he pa icipan s may no be able o ha e a social
and a eal business expe ience. I would be jus he knowledge acqui ed in lec u es, con e ences, and semina s. S uden s ead
he pape s, lis en o he lessons, lis en o he classes, obse e and expe ience hese scena ios, and gain expe ience [13].
3.2 Remo e Lea ning & C i ical hinking skills:
De elopmen ends in he wen y- i s cen u y ha e signi ican echnological changes ha equi es he acquisi ion o new
skills such as c i ical hinking skills. As a esul o he decline in egula and manual wo k and he g ow h in complica ed
wo k o ces ha need expe hinking in educa ion o equip s uden s wi h he skills equi ed [14].
Addi ionally, s uden s mus lea n how o hink c i ically and sol e complica ed p oblems in o de o succeed in he
employmen ma ke o he 21s cen u y [15].Many ins uc o s ha e opinion ha ins ead o gi ing s uden s only he co e
knowledge, hey should ge a well- ounded educa ion ha helps hem be mo e lexible and lea n abou hings om all o e
he wo ld. The e a e a lo o hings ha happens a uni e si y o ins i u es ha help s uden s lea n o app ecia e he powe o
hei minds and help hem hink deeply and wo k oge he ac oss cul u al bounda ies [6].
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Skills o he wen y- i s cen u y a en' no el. Since echnology has ad anced and he economy has become mo e
knowledge-based, he amoun o skills equi ed o d i e u u e labo o ces has inc eased signi ican ly. Dede (2009)
sugges ed ha since mo e and mo e p o essions may ge eme ged, he educa ion sys em has o adap and make sui able
modi ica ions [16].
Sil a (2009) p ojec ed ha he de elopmen o 21s cen u y skills will de ine he u u e wo k o ce [17]. Tha 's why
employe s expec a ious skills om job candida e. As a esul o he COVID-19 ou b eak, he de elopmen o 21s cen u y
skills, pa icula ly in highe educa ion, aced a new challenge. Teache s and s uden s a e ha ing a challenging ime adjus ing
o he inc eased dependency on emo e lea ning o eplace adi ional ace- o- ace lea ning.
A s udy by Dakhi e al. (2020) ound ha online lea ning may help s uden s de elop 21s cen u y abili ies. They emphasized
ha s uden s should become used o he echnology-based lea ning en i onmen [18]. S uden s' men al and physical well-
being being mo e a ec ed by he COVID-19 pandemic in de eloping he s uden c i ical hinking abili ies [19].
Since he ou b eak o pandemic, emo e lea ning has been a mo e common p ac ice in highe educa ion ins i u ions [20].
The e ha e been signi ican a emp s o make he shi o online emo e lea ning me hodologies. Se e al educa ional ools,
including adio and ele ision, he web and ins uc ional packages, ha e been in oduced in esponse o he ou b eak o he
COVID-19 pandemic, which has now sp ead ac oss he wo ld's educa ional ins i u ions [21]. As a esul , p oducing a
quali ied s uden du ing he ou b eak emained a challenge due o he es ic ed esou ces a ailable o ins uc o s [22]. The
numbe o s uden s who lack access o he In e ne esou ces is g ea e han he numbe o s uden s who do ha e access o
hese esou ces [21]. Du ing he pandemic, go e nmen s ac oss he wo ld ha e made signi ican e o s o ensu e ha
s uden s e e ywhe e ha e access o an educa ion. I ’s du ing he COVID-19 pandemic ha , his esea ch was conduc ed o
e alua e s uden s' emo e lea ning expe iences and i s e ec on c i ical hinking abili ies.
4. Resea ch me hodology
Phase1: Ex ensi e e iew o ela ed li e a u e and he simila wo k done.
Phase2: Ques ionnai e De elopmen and Dis ibu ion.
Phase3: Pilo ing/Adminis e ing Ques ionnai e.
Phase4: Finding Analysis.
5. Da a Collec ion
The su ey ques ionnai e was designed o ga he uni e si y s uden s' emo e lea ning expe iences du ing he COVID-19
pandemic, including hei o e all sa is ac ion, emo e lea ning e ec i eness, ad an ages and disad an ages as well as
compa ison be ween emo e lea ning and ace- o- ace lea ning in e ms o c i ical hinking skills. The ques ionnai e was
pilo ed by he au ho s a hei a ilia ed ins i u ion o ensu e ha he su ey ins umen was accu a e. Subsequen ly based on
he pilo esea ch, su ey ques ionnai es we e deli e ed o s uden s in Oman highe educa ion ins i u ions using he online
su ey o da a collec ing.
6. Da a Analysis
6.1 Sec ion1: S uden P o ile
This sec ion o he su ey collec s s uden p o ile in o ma ion which included he demog aphic de ails, age, yea o s udy and
whe he he s uden s ha e an easy access o in e ne o no .
6.1.1. Demog aphic in o ma ion
As pe he esponses collec ed om he 130 esponden s, 25 we e ound o be males, which cons i u ed 19.2% o he sample
size, and he o he 105 we e emales, which con ibu ed o 80.8% o he sample size. The dis ibu ion is shown in he
ollowing able.
SN
Gende
To al
%
1
Male
25
19.2%
2
Female
105
80.8%
To al
130
100%
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6.1.2 Age dis ibu ion
On he basis o esponses collec ed om he 130 esponden s, 26 we e ound o be less han he 20 yea s o age, which was
20% o he sample size; 98 we e ound o be in he age ange o 20 and 30 yea s which was 75.4% o he sample size, and
o he 6 esponden s we e ound o be o he age mo e han 30 yea s which was 4.6% o he sample size.
SN
Age g oup
To al
%
1
Less han 20
26
20%
2
Be ween 20 and 30
98
75.4%
3
Mo e han 30
6
4.6%
To al
130
100%
6.1.3 Yea o s udy
On he basis o esponses collec ed om he 130 esponden s, 10 s uden s we e in ounda ion yea , 6 s uden s we e in i s
yea , 23 s uden s we e in hi d yea and 40 s uden s in ou h yea o s udy. 14 s uden s did no esponded o his ques ion.
Cha 1.3
6.1.4 Ha e an easy access o in e ne ?
As pe he esponses collec ed om he 130 esponden s, 91 s uden s had an easy access while 39 s uden s did no had an
easy access o in e ne .
Cha 1.4
6.2 Sec ion2: Bene i s & D awbacks o Remo e Lea ning
91
39
0.00%
20.00%
40.00%
60.00%
80.00%
0
20
40
60
80
100
Yes No
Easy access o In e en
10 6
23
37 40
14
0
10
20
30
40
50
Yea o S udy
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This sec ion o he su ey collec ed s uden s’ opinions on Bene i s and d awbacks o emo e lea ning. Following a e
esponses collec ed:
6.2.1 Bene i s o Remo e Lea ning
SN
Bene i s
To al
%
1
S udying a you own pace
58
45.3%
2
S aying a home
77
60.2%
3
Abili y o access eco dings o
lec u es
67
52.3%
4
Com o able en i onmen
54
42.2%
5
Schedule lexibili y and
con enience
35
27.3%
6
Mo e in e ac ion wi h eache
and o he s uden s
24
18.8%
7
Mo e abili y o concen a e
23
18%
8
Sel -discipline and esponsibili y
41
32%
6.2.2 D awbacks o Remo e Lea ning
SN
D awbacks
To al
%
1
Technical P oblems
49
38%
2
Poo lea ning condi ions a home
23
17.8%
3
Lack o sel -discipline
3
2.3%
4
No ace- o- ace in e ac ion
18
14%
5
Lack o sui able de ice/so wa e
7
5.4%
6
Social isola ion
7
5.4%
7
Poo lea ning en i onmen
7
5.4%
8
In e ne a ailabili y
15
11.6%
6.3 Sec ion3: Compa ison be ween Face- o-Face Lea ning and Remo e Lea ning
This pa is includes compa ison esul s be ween ace- o- ace and emo e lea ning by using i e-poin scale whe e 1 is e y
weak and 5 is e y S ong.
6.3.1 E ec i eness o Remo e Lea ning in e ms o Knowledge Enhancemen
Scale
To al
%
1
23
17.7%
2
32
24.6%
3
44
33.8%
4
21
16.2%
5
10
7.7%
To al
130
100%
6.3.2 E ec i eness o Remo e Lea ning in e ms o IT Skills Enhancemen
Scale
To al
%
1
15
11.5%
2
25
19.2%
3
39
30%
4
38
29.2%
5
13
10%
To al
130
100%
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6.3.3 E ec i eness o Remo e Lea ning in e ms o Social Compe ence Enhancemen
Scale
To al
%
1
23
17.7%
2
25
19.2%
3
46
35.4%
4
24
18.5%
5
12
9.2%
To al
130
100%
6.3.4 E ec i eness o Face- o-Face lea ning in e ms o inc easing Knowledge
Scale
To al
%
1
12
9.2%
2
14
10.8%
3
32
24.6%
4
27
20.8%
5
45
34.6%
To al
130
100%
6.3.5 E ec i eness o Face- o-Face lea ning in e ms o inc easing IT Skills
Scale
To al
%
1
12
9.2%
2
11
8.5%
3
32
26.9%
4
42
32.3%
5
30
23.1%
To al
130
100%
6.3.6 E ec i eness o Face- o-Face lea ning in e ms o inc easing Social Compe ences
Scale
To al
%
1
6
4.6%
2
11
8.5%
3
33
25.4%
4
36
27.7%
5
44
33.8%
To al
130
100%
6.4 Sec ion4: Accep ance o Remo e Lea ning
This pa is includes in o ma ion on Accep ance o Remo e Lea ning by using he ac o s indica ed as ollows:
6.4.1 In o ma ion abou how much did he s uden s enjoyed Remo e Lea ning du ing he pandemic
SN
Scale
To al
%
1
ex emely unenjoyable 1
23
17.7%
2
e y unenjoyable 2
31
23.8%
3
somewha enjoyable 3
38
29.2%
4
e y enjoyable 4
24
18.5%
5
ex emely enjoyable 5
14
10.8%
To al
130
100%
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6.4.2 In o ma ion abou he s uden ’s p e e ence be ween emo e lea ning and ace o ace lea ning
SN
P e e Remo e Lea ning?
To al
%
1
Yes
53
40.8%
2
No
77
59.2%
To al
130
100%
6.5 Sec ion5: Remo e Lea ning and i s e ec s on C i ical Thinking abili ies
This pa is includes in o ma ion on he e ec o emo e lea ning on c i ical hinking abili ies by using he ac o s indica ed as
ollows:
6.5.1 Knowledge ga he ing and P oblem sol ing
SN
S a emen
RL
F2F
Bo h
1
I can ge in o ma ion o
suppo my ideas
45
71
14
2
I can gi e easons o my
ideas
43
74
13
3
I ha e mo e han one sou ce
o in o ma ion
77
42
11
4
I can iden i y mo e op ions o
sol e a p oblem
55
63
12
5
I can hink abou possible
esul s be o e I ac
52
61
17
6.5.2 Planning & o ganizing
SN
S a emen
RL
F2F
Bo h
1
I can plan whe e and how o
ge in o ma ion on a opic
69
45
16
2
I can de elop a checklis o
ou line he s eps abou an
issue
52
59
19
3
I can pu my ideas in o de o
ele ance
49
62
19
6.5.3 Flexibili y o lea ning
SN
S a emen
RL
F2F
Bo h
1
I can ha e ideas om o he s
e en i I disag ee wi h hem
39
78
13
2
I can keep my mind open o
di e en ideas when making
a decision
31
85
14
3
I can collabo a e wi h o he s
o wo k on ideas
29
90
11
6.5.4 Goal Se ing
SN
S a emen
RL
F2F
Bo h
1
I can se my goals
39
62
29
2
I can plan on how and when
o each a goals
40
66
24
3
I can moni o he s eps
43
64
23
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needed o each a goals
6.5.5 Class oom pa icipa ion
SN
S a emen
RL
F2F
Bo h
1
S uden s a e o en asked o
explain answe s
28
87
15
2
S uden s a e encou aged o
sha e hei ideas
28
88
14
3
S uden s a e encou aged o
‘b ains o m’ ideas
37
77
16
4
S uden s a e encou aged o
hink abou ideas and
solu ions om di e en iew
poin s
35
79
16
5
S uden s a e encou aged o
collabo a e and sol e
p oblems
35
82
13
7. Findings & Discussion
Acco ding o he su ey indings, 10.8 % ind emo e lea ning e y enjoyable, 18.5 % ind i e y enjoyable, 29.2 % ind i
somewha enjoyable, and 23.8 % and 17.7 pe cen ind i e y unenjoyable and ex emely unenjoyable, espec i ely. I ’s
concluded ha he as majo i y o s uden s we e dissa is ied wi h hei emo e lea ning expe ience.
Abou he bene i s and d awbacks s uden s associa ed wi h he new eaching and lea ning se ings, s uden s we e mos
wo ied abou echnological issues (38%). In ela ion o he ad an ages o emo e lea ning, pa icipan s mos ly ocused on
s aying a home (60.2%) and abili y o access eco ding o lec u es (52.3%). Be ween o he d awbacks, poo lea ning
condi ions a home and no ace o ace in e ac ion wi h 17.8% and 14% espec i ely.
Remo e lea ning ou pe o ms ace- o- ace lea ning when i comes o imp o ing social skills and knowledge, as well as
imp o ing IT abili ies.33.8% o s uden s eel ha emo e lea ning is supe io in e ms o imp o ing hei knowledge. S uden s
p e e ace- o- ace ins uc ion o IT skill de elopmen since he e a e mo e hands-on sessions in ol ed han wi h emo e
ins uc ion. S udying social skills e ealed ha 33.8% o s uden s belie e ha ace- o- ace ins uc ion is he mos e ec i e
me hod. 34.6% s uden s belie e ha ace o ace lea ning inc ease hei knowledge. F om he esul s, i ’s concluded ha
s uden s p e e ace o ace lea ning o e emo e lea ning due o he e ec i eness o ace o ace lea ning in de eloping
s uden ’s IT skills, knowledge and social compe ence.
C i ical hinking abili ies we e impac ed by he u gency and in ensi y o he s uden s' condi ion du ing COVID-19 qua an ine
and online shi . As a esul , in su ey pa i e, s uden s we e p esen ed wi h se e al s a emen s abou emo e lea ning and i s
impac on c i ical hinking abili ies.
S uden s belie e ha ace- o- ace lea ning sa is ies all s a emen s, excep o he s a emen , "I ha e mo e han one sou ce o
in o ma ion," in which hey belie e emo e lea ning is be e . S uden s eel ha ace- o- ace lea ning is s onge in e ms o
de eloping planning and o ganiza ion skills, bu hey end o belie e ha emo e lea ning may help s uden s acqui e plan
whe e and how o ge he in o ma ion om a opic' skill ins ead o ace- o- ace lea ning. S uden s eel ha ace- o- ace
lea ning has a g ea e impac on hei lexibili y, goal se ing, and class oom pa icipa ion skills.
8. Conclusion
On he basis o esea ch indings, he esea che s we e able o iden i y s uden s' pe cep ions o emo e lea ning du ing he
COVID-19' and i s in luence on c i ical hinking skills by conduc ing his s udy whe e he pa icipan s we e om he
di e en highe educa ion ins i u ions in Oman.
Vol-08 Issue 05, May -2024 ISSN: 2456-9348
Impac Fac o : 7.936
In e na ional Jou nal o Enginee ing Technology Resea ch & Managemen
IJETRM (h p://ije m.com/) [439]
The indings o his esea ch may be use ul o he uni e si y adminis a o s and acili a o s which migh u he help o
unde s and he issues ela ed o emo e lea ning and may help in ensu ing a posi i e s uden expe ience.
9. Summa y
The pe cep ion o s uden s owa ds emo e lea ning includes he ad an age o s aying a home, along wi h disad an age o
acing echnical issues. This s udy also analyzed he e ec o emo e lea ning on s uden s' c i ical hinking abili ies, and
ound ha ace- o- ace lea ning is mo e e ec i e in e ms o enhancing knowledge, IT skills, and social compe encies.
Fu he mo e, he ace- o- ace lea ning is mo e e ec i e in e ms o knowledge ga he ing, planning and o ganiza ion, lea ning
lexibili y, goal se ing, and class oom engagemen . These a e he ac o s ha ha e a posi i e e ec on s uden engagemen
and c i ical hinking abili ies.
10. Re e ences
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