Seven themes have emerged from the transcribed data of the 17 interviews as the following:
3.1 Theme One: Students’ Psychological Response to the Sudden Transition in Educational Process
Students during the COVID-19 pandemic crisis were put in a new educational experience during the enforcement of emergency online education and the closure of higher academic institutions in Jordan. This unprecedented transition in the educational system has forced most students to have various emotional responses. When students were asked to recall how they felt when receiving the news about the implementation of online distance education, they described various feelings. Their feelings were attributed to many reasons as well.
A pharmacy student said:
“I just felt happy when I knew that the university will be closed, and all our classes will be delivered virtually…I no longer need to spend more time and money on public transportation...I will have more time to study too”
Also, another student who studies at the faculty of language studies expressed being happy due to shifting to online education. The student perceived this as a precautionary measure against COVID-19 and unnecessary interpersonal interactions:
“It was great news when I heard that I will not attend on-campus classes because this will reduce face to face communication; thus, avoiding the exposure to the coronavirus”
However, an engineering student expressed mixed feelings when receiving the news about closing universities:
“…I had a mixed feeling surrounded by fear, anxiety, and some sort of happiness at the same time…I felt that I will be going through an uncertain academic journey”
On the contrary, a group of students expressed more negative feelings towards the emergency transition in the educational process. This was mostly attributed to the affection of the usual learning process, especially regarding practical sessions. A student who studies nursing said:
“An unexpected situation …I was supposed to attend the hospital for my practical training…I felt anxious at that time…”
Additionally, a student who attends a medical laboratory sciences program stated:
“I thought it was good news at the beginning, but with time and all of a sudden, I realized I was not well prepared for the transition”
Moreover, a student who attends medical school said:
“It was shocking to hear that! I did not know what will happen to my practical sessions in the hospital...I am about to graduate, and this is a very critical period in my academic journey… I am very stressed”
3.2 Theme Two: Students’ Digital Preparedness, Equality, and Digital Communication
The transition to distance education was an unprecedented decision. Students have to prepare and equip themselves with digital equipment to meet the requirements of attending their virtual classes. However, this was not easy for many of them. A student who studies psychology said:
“I bought a new headset and camera to facilitate the communication and learning experience during my virtual classes…”
Also, another student from the faculty of sciences expressed difficulty in preparation for distance education:
“Our family has three students at university, and we have only one laptop. You cannot imagine how it feels when we have an overlapping lecture schedule! Using smartphones for virtual classes is not always friendly...this is not suitable”
Having digital equipment, and other required accessories for online education was a challenge for students who suffer from financial constraints. A student who studies economics said:
“I used to have my laptop, tablet, and smartphone...same as my other siblings in the family…However, many students cannot afford to have all or some of these…governmental support to vulnerable students was not sufficient…This is unfair”
Moreover, students were forced to rely solely on digital communication during distance education, and this has forced them to experience an increase in their usage level of virtual platforms. A medical student expressed the following:
“I started to be more committed to using my electronic devices during distance education...checking various learning platforms, my email, and many academic groups on social media to be able of managing the required studying duties and assignments…”
3.3 Theme Three: Students’ and Teachers’ Technical Competencies and Technostress.
As the process of transition to distance education was unplanned and enforced due to the pandemic situation, many challenges were expected to be faced. One of these challenges was related to technical aspects. The students have used various online platforms such as Microsoft Teams®, Zoom®, and Moodle® to attend their virtual classes, submit assignments, and set for examinations. Most participants expressed that these online utilities were friendly and easy to use, while other students pointed to various challenges. Some of which were the lack of high-quality internet services in certain geographical areas, some platforms need sufficient digital skills to be used, non-sufficient technological competencies of many teachers, and non-sufficient digital resources/machines (e.g., laptop, desktop...etc), especially when having many members who attend online distance education in the same family.
A biology student said:
“I regularly use the online platforms provided by my university...these platforms are easy to use considering having a sufficient level of digital literacy”
Also, another student from the faculty of dentistry added the following:
“I am very comfortable with using online platforms, I can mute my microphone and turnoff my camera when no necessary interaction is needed”
On the other hand, many students expressed that they experienced unfriendly situations when the internet suddenly disconnects, and this might have severe impacts, especially during online exams. A student who attends an early childhood education program said:
“This is not right. How could I maintain smooth progress in my learning while being stressed about internet connectivity issues! I heard about a student who failed the exam due to a sudden interruption in the internet connection …”
Moreover, a mathematics student expressed difficulty in attending virtual classes. This was partially attributed to the level of digital skills of some teachers:
“Some virtual platforms have a non-friendly user interface that needs high digital skills…Also, some teachers do not know how to use these platforms…they need some training to improve their technical competencies…”
Also, many students have faced difficulties in attending their classes due to the heavy burden on the internet services in the country. An engineering student said:
“Imagine when hundreds of thousands of students from various universities in Jordan attend virtual classes at the same time during midday… a huge load on the internet service providers and the losing side is us, the students”
3.4 Theme Four: Student-Student and Student-Teacher Interpersonal Communication
The COVID-19 pandemic has resulted in a paradigm shift concerning interpersonal communication in the entire world. Due to various confinement and control measures, people including students were forced to maintain physical distancing and to limit face-to-face social interaction. University students were not an exception. Students have used virtual platforms to interact with their peers and teachers during the closure of universities in Jordan. However, this was not a smooth transition, and many students reported interpersonal communication challenges. A medical student said:
“Oh my God, communicating with teachers is becoming more difficult...I feel lost due to being enrolled in many virtual groups for various classes…On-campus classes are more suitable”
Additionally, another student from the biotechnology program has expressed the following:
“…Some teachers responded very late to my emails, while in the university campus I was going to the teacher during office hours for most of my inquiries…”
Some students have also described major impacts on communication with their colleagues. A psychology student said:
“I experienced a better communication with people during on-campus education…at the university, I have more engagement with my colleagues and teachers. Now in distance education…not enough activities or socialization…this is boring…”
Most of the interviewed students referred to a problem related to misuse of learning platforms by some students. A student who attends an engineering program shared the following:
“…This is not funny at all! While the transition to distance education is a critical stage amidst the pandemic, some students perceive virtual classes as a place for fun and jokes…Some students were intentionally too noisy with their unmuted microphones…students should take distance education more seriously”
On the contrary, some students have more positive experiences with virtual communication. A nursing student said:
“…I believe that some teachers have provided some sort of support regarding distance education...They tried to make student-teacher communication easier...They created groups on social media platforms to communicate with us regarding our study materials”
3.5 Theme Five: Quality and Quantity of Learning Materials
In this theme, students have disclosed various opinions regarding the quality and quantity of the educational materials provided to them during remote online education. A medical student said:
“Sometimes I felt overwhelmed with the number of educational materials provided. The professors try to increase the lectures load in terms of content, believing that students have more time to study during the lockdown…this was different compared to what I experienced in the university campus”
Also, an engineering student has had trouble in remote experimental sessions:
“The presentations and study materials were somehow not sufficient especially for my practical sessions”
Additionally, another student in medical laboratory sciences said:
“Most lectures were provided as a PowerPoint presentation or PDF with good visualization. However, some study materials were more advanced than what is supposed to be received during on-campus education…I do not understand the reason behind this”
On the contrary, some students felt that the study materials provided during remote online education were sufficient. An English literature student said:
“In my opinion and experience, I feel that the quantity and quality of the study materials provided to me were the same as during on-campus education…this is good enough to me”
3.6 Theme Six: Students’ Assignments, Examinations, and Non-Reliable Evaluation Methods
In this theme, most of the interviewed students described the evaluation methods and examinations in distance education to be non-reliable. A law student said:
“Cheating is a remark of distance education in our country…students can cheat in all remotely conducted exams as there is no reliable method to monitor students’ activities during distance examinations”
Another student from the faculty of medicine said:
“Students are calling each other to solve online exams…how is this supposed to be a quality education?!”
As cheating in online exams was described as a remark of online distance education in Jordan, some students experienced a high degree of difficulties in other evaluation methods such as assignments. An engineering student said:
“Too many lectures and assignments. I must submit many assignments every week…teachers have realized that many students cheat during remotely conducted online exams, thus, they tried to push the students to prepare more assignments as a better and more reliable evaluation method. I believe this is not working well too”
Additionally, a nursing student said:
“Students are getting high end-semester grades during online distance education compared to on-campus education and examinations. This warns of a severe deficiency in the credibility and reliability of distance examination methods…a big failure in the monitoring system too”
3.7 Theme Seven: Opportunities with Positive Impact of Distance Learning
Despite the tough transition to online distance education, many students have seen various opportunities that positively impacted their academic journey. A medical student said:
“I feel that I have a better engagement with my studies. Now, I have more time to study than that when I had to go to the university campus”
Another student from the faculty of language studies described online education as a flexible learning opportunity:
“Learning during online distance education is more comfortable…even timing of lectures is flexible too”
Moreover, it seems that the transition to online education has enhanced the learning skills and abilities of some students. A student from the faculty of sciences said:
“Online education has enhanced my searching skills including using scientific websites in preparing my assignments…I feel that this experience has improved my self-learning skills and abilities”
Furthermore, a law student expressed the following:
“During online distance education, I feel more comfortable as I can dress more comfortably compared to university dressing. Also, I realize that my facial skin is becoming healthier as I am currently avoiding hot weather during my supposed on-campus summer classes…no more on-campus attendance during summer…this is perfect for me”