واقع تجربة التعلم عن بعد في ظل انتشار جائحة كورونا – كوفيد 19 بالمدارس الحكومية بسلطنة عمان من وجهة نظر الهيئة التدريسية : دراسة تقويمية
The study aimed to investigate the reality of the distance learning experience in public schools in the Sultanate of Oman in light of the spread of the Corona pandemic - Covid 19 - from the faculty point of view. The study sample consisted of (230) teachers. A questionnaire was applied for the purpose of data collection. The questionnaire was verified in terms of validity and reliability. The study referred to a number of results, the most important of which was that the reality of the distance learning experience in light of the spread of the Corona pandemic - Covid 19 - in government schools in the Sultanate of Oman from the faculty point of view was good. This confirms that the educational platform used in teaching in the distance learning system was appropriate and fulfilled the desired purpose. The teachers expressed satisfaction with this platform. They were well prepared to implement this educational system due to its advantages that may not be obtained through direct learning system. Despite the positive perceptions adopted by teachers towards the distance learning system, this did not mean that the system is not without difficulties or challenges facing its application. A large group of difficulties appeared that the concerned authorities should work to overcome and get rid of them. Results of the multivariate analysis of variance (MANOVA) indicated that there were no statistically significant differences in the averages of the questionnaire’s dimensions according to teachers' specializations, years of practical experience, and the interaction between these two variables. This confirms that teachers in general, regardless of their specializations or years of practical experience, did not differ in their opinions about the experience of the distance learning system. Results of the multiple linear regression analysis indicated that there was a positive and strong correlation between academic readiness and each of the educational institution’s role, the distance learning system, and the effectiveness of the educational platform. These three dimensions interpreted 63% of the variance in teachers’ readiness. Finally, the researchers recommended a set of recommendations, the most important of which was continuing training. Teachers and students should continue to use modern technologies that serve the application of the distance learning system. They also suggested conducting more studies on the reality of applying the distance learning system in various educational institutions in the Sultanate of Oman. (Published abstract)