Arab Educational Information Network

This research aims to comprehend the realities of communications that occur under the circumstances of distance learning, according to material and infrastructural capacities available in schools during periods of closure. It also aims to bring to light the capabilities and skills of teachers in conducting effective communications with students through the process of distance learning. Furthermore, this research reveals the extent to which students respond and interact with the lessons, as well as the most prominent challenges that have risen during the process of distance learning. In order to achieve these goals, the research had been conducted using quantitative and qualitative methods. An intentional sample of 18 school principals of both private and municipal schools in Jerusalem, were interviewed, as well as a sample of 289 school teachers participated in the research through an online questionnaire . The results have shown that there is a concurrent agreement between the responses of the teachers and those of the principals. It was found that the reality of student-teacher communication through distance learning was appropriate and positive, and in a high degree, as it had been iterated by 71% of the principals. 66% of the principals believe that the skills and capabilities of teachers in conducting distance learning was high. 87.5% however found that student responses to distance learning and their interactions were not as it had been required and expected. Two types of major challenges to distance learning surfaces, the first challenge had been the readiness of students and teachers for distance learning. The second was the multiplicity of technological lessons fields and the access of the information. As for the results of the questionnaire, from the teachers' perspective, it became clear that the reality of communication according to the infrastructure in the schools has attained an average score, with an overall arithmetic average of (3.38). The teachers ’abilities and skills to conduct communication have also attained an average score, with an average mean the total for this field is (3.45). It is evident from these data that the degree of students ’responses and interactions to distance learning was moderate, as this axis obtained an overall arithmetic average of (3.17). For this axis (3.44). The researchers recommend the importance of paying attention to the material capacities, equipment and infrastructure available for distance learning, as well as increasing the teachers' levels of experience and sets of skills relevant to the process of distance learning. (Published abstract)