Scholarlink

<p>This research aimed to explore teachers' perspectives to utilize the pedagogical affordances of distance learning in early childhood education in Saudi Arabia. The study employs a quantitative approach using a structured survey and document analysis. One thousand six hundred five teachers from the public and private schools in Saudi Arabia participated from diverse regions and various education levels. The results reveal that modelling, gamification, and collaborative Learning are the most commonly practiced and highly rated strategies. However, significant variations exist across school types and grade levels. Statistically significant differences emerged across school types and grade levels, with private schools more frequently employing project-based and role-play strategies (<i>p</i> &lt; 0.05). In contrast, public schools relied more on structured approaches such as Modelling and play-based Learning (<i>p</i> &lt; 0.01). Family participation and teacher-parent Communication were reported as the most effective support mechanisms, while concerns over assessment credibility and student disengagement posed ongoing challenges. The study underscores the need for contextually tailored teacher training, equitable access to distance infrastructure, and culturally responsive pedagogical frameworks. By highlighting the socio-institutional factors that mediate digital pedagogy in early education, this research offers a meaningful contribution to national policy development. It provides data-driven insights for improving the effectiveness of remote Learning in Saudi Arabia and comparable educational systems.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Teachers' Perspectives on Pedagogical Affordances of Distance Learning in Early Childhood Education in Saudi Arabia

  • 期刊论文

  • 发表日期：

    2025年12月15日

查看全文
  • Shahd Qutub,
  • Bayan Shami,
  • Thikra Saleh,
  • Nahla Gahwaji

摘要

This research aimed to explore teachers' perspectives to utilize the pedagogical affordances of distance learning in early childhood education in Saudi Arabia. The study employs a quantitative approach using a structured survey and document analysis. One thousand six hundred five teachers from the public and private schools in Saudi Arabia participated from diverse regions and various education levels. The results reveal that modelling, gamification, and collaborative Learning are the most commonly practiced and highly rated strategies. However, significant variations exist across school types and grade levels. Statistically significant differences emerged across school types and grade levels, with private schools more frequently employing project-based and role-play strategies (p < 0.05). In contrast, public schools relied more on structured approaches such as Modelling and play-based Learning (p < 0.01). Family participation and teacher-parent Communication were reported as the most effective support mechanisms, while concerns over assessment credibility and student disengagement posed ongoing challenges. The study underscores the need for contextually tailored teacher training, equitable access to distance infrastructure, and culturally responsive pedagogical frameworks. By highlighting the socio-institutional factors that mediate digital pedagogy in early education, this research offers a meaningful contribution to national policy development. It provides data-driven insights for improving the effectiveness of remote Learning in Saudi Arabia and comparable educational systems.