Final Project

Prof. M. Sadiq Sohail

Student Name
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 Teachers perception of online teaching

Part I:
Introduction:
Distance education is an excellent stage for student development when it is more
susceptible to psychological and environmental change and adaptation. That is why
psychologists and education scientists are unanimously agreed to describe early distance
education as a "critical stage" because of its great influence on shaping students'
personality and developing their capabilities and willingness to learn. It is the stage of
formation of conscience, exit from self-centralization, and the beginning of the growth of
a sense of responsibility and the rights of others. It is the stage of forming moral and
social values such as autonomy, love of work, achievement, cooperation and respect for
order. It is also the first establishment stage of the language, due to the linguistic
practices and activities provided by this educational environment that increase students'
outcomes in terms of vocabulary, structures and linguistic uses. Also, this stage is the
fastest period for the growth of the mind, as the cells of the adult human mind continue
their formative growth during this period and the rationale for the most critical concepts
that we are going through "Coronavirus" and scientific begins to form during this period
as well, how did teachers manage in these critical times through distance education, the
delivery of their educational message to the students, what are the difficulties they faced
and how can they be overcome.
Comparative longitudinal studies have proven that students who enrolled in distance
education programs outperformed their peers.
In recent times, official interest in this stage has begun to be more urgent and serious due
to the increase in social demand for its institutions and the remarkable increase in the
number of these institutions, which led to the responsible educational authorities moving
towards studying the feasibility of transforming distance education into an independent
stage within the general education ladder in UAE. (Birgin & Others, 2020).

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Study Problem:
In line with the new developments and trends in the field of distance education as a
critical stage in the age of the young, it is essential that the goals of this stage be aligned
with all these developments. In order for the UAE education policy to have a strong
influence on educational curricula and outputs, or at least have a significant impact, it is
necessary for this policy to interact with educational developments and civilizational
changes. If the goals of distance education in the United Arab Emirates were set very
long ago, it is necessary to conduct a scientific review of them and to identify the extent
of their achievement, the difficulties that impede their achievement, and the most
important proposals to activate and amend them to be in line with these developments
and developments.
As researchers points out that the curriculum derives "its goals and objectives from the
philosophy on which society is based and the role of education in achieving the ideal
society that this philosophy includes. Education documents are rich in many
comprehensive goals and objectives that reflect the society’s vision of education and
what it should be and strive to achieve." Despite the abundance and comprehensiveness
of these goals, the problem lies in the difficulty of ascertaining the suitability of the
curriculum, whether in its organization, its content, or the method of its implementation,
in achieving those goals and objectives.
In light of this, this study will review the general objectives of the stage of distance
education in UAE in accordance with the specificity of this stage, the nature of the Local-
UAE society and its faith, as well as according to the findings and recommendations of
scientific studies in developed countries. The analytical framework for this study will be

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based on the general objectives of this stage, based on its mention in the UAE education
policy document, and what teachers of distance education institutions show from their
answers to the importance of each goal and the extent to which it is achieved, in addition
to the most important difficulties and proposals related to trying to convert these goals
into behaviors and activities within curriculum. Then finally, the analytical comparison
between the objectives of the UAE education policy with what some specialized studies
in this field have reached and what they have recommended as primary goals that must be
observed and focused on and the goals that can be achieved in the distance education
stage.

Objectives of study:
The study aims to:
1. Identify the importance of distance education goals from the teachers' point of view.
2. Identify the extent to which the objectives of distance education have been achieved
from the teachers' point of view.
3. Identify the priorities of the objectives of distance education from the teachers' point of
view.
4. Identifying the obstacles to achieving the objectives of the distance education stage
from the teachers' point of view.
5. Analyzing the priorities of the objectives of the distance education stage in comparison
with recent global trends.
6. Reaching the most important proposals that help activate the objectives of distance
education.

Importance of study:
The importance of this study stems from the importance of the distance education stage
itself, as it deals with a large segment of society, and with a critical age in the life and
growth of students, and its importance stems from the importance of the goals as a basis
upon which this stage is built, to achieve the lofty goals to which the general policy of

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education aspires by UAE. As well as what you always need the objectives of any project
or program in the process of evaluation and review.
This study is also distinguished by its importance and timing due to the recent move in
the UAE educational policy towards joining the distance education stage to the general
formal education ladder. This educational move is represented in the official speech of
the Ministry of Education, and in the interaction of the Supreme Council for Education
Policy, which has recently been studying the decision to include this stage on the UAE
education ladder. Perhaps it would be superfluous to say that an evaluation study of the
objectives of distance education and the identification of the extent to which the
objectives of this stage have been achieved, the problems facing their achievement, and
the suggestion of solutions to activate these goals are the necessary data for making this
decision. (Açıkgül and Aslaner, 2020).

Study questions:
1. What are the most important goals of distance education in the United Arab Emirates
from the teachers' point of view?
2. To what extent are the objectives of distance education stipulated in the UAE
education policy achieved from the teachers' point of view?
3. What are the priorities for the objectives of distance education from the teachers' point
of view?
4. What are the obstacles to activating the objectives of distance education in UAE from
the teachers' point of view?
5. What are the similarities and differences between the objectives of the UAE education
policy for the distance education stage compared to recent trends in the field of distance
education? What lessons can be drawn from this comparison?
6. What are the most important proposals that help achieve the goals of distance
education in the UAE?

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Part II:

Literature Review

The educational goals are "the behavioral patterns that we expect the student to do,
perform, act, say or do with great mastery. Goals in this sense are the outcome that we
aim at and for which the educational process took place. The goals can be seen as "the
starting point and return to any educational program or a specific educational subject.
Any program must explicitly or implicitly refer to a statement of the envisaged goals
because they determine the nature of the scientific expertise and the activities necessary
to achieve those goals. The goals, as it sets, are “the beacon that determines what we will
do and how it will work, and it is the benchmark that measures the expected educational
outcome, and shows whether or not learning has occurred among the scholars” (Vilppu &
Others, 2019) and is classified into three main types:
1- Aims: or as some call it goals, ends, goals or objectives, which are long-term goals and
are not related to a specific time for their attainment, and do not contain standards or
criteria for measuring achievements. It is also general and abstract.
2- Goals: It is called (the goals) and it describes the results of education in general, and
describes the path to the desired end, and what must be learned in general without

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indicating the results or how to achieve them or the level of performance required in
them. Therefore, it is "a long-term strategy, not specific, as it clarifies what is intended to
be taught and learned in general without going into the details, steps and procedures."
3- Objectives: They are those goals that can be accepted as daily educational goals, and
some call them performance goals, procedural goals, behavioral goals, or measurable
goals. They are short-term goals, close to achievement, and are derived from the general
objectives, related to "the things that the learner is able to do, do, say, perform, or do at
the end of the educational process."
The educational objective was also defined as "a description of a behavioral change that
we expect to occur in the student's personality as a result of passing through an
educational experience and his/her interaction with a teaching situation." The American
Tripartite Committee headed by "Bloom" and "Krathwol" classified the areas of
educational goals into:
1 - Cognitive Domain: This is concerned with information or mental abilities and mental
skills, and it focuses on the use of knowledge, and has great interest in most courses.
2 - Affective Domain: It includes goals related to feelings, attitudes and values, such as
maintaining traditions and customs, respect, assistance and cooperation.
3 - Psychomotor Domain: It includes goals related to motor skills, manual abilities,
coordination of body muscles in construction and work, and many educational
experiences that are classified into physiological skills in creativity and the practice of
arts. (Kavoshian & Others, 2020).

The educational goals perform important functions, most notably:

A - It paves the way towards selecting the content of educational experiences.
B - it provides levels of what he knows and how he knows.
C - it helps support educational philosophy, and even the philosophy of society itself.
D - it helps in determining the specific aspects of the activity in the education process.

Objectives of distance education

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Adnan Musleh believes that there are desirable educational goals for distance education
institutions, which are summarized as:
1 - To develop the students' sense of confidence in himself and in others and satisfy their
needs for independence.
2 - To provide the student with the appropriate materials with which he can explore
surroundings.
3 - To develop in the students desire to live with others and self-esteem.
4 - To help students with social adaptation and to prepare him for the ability to express
feelings and feelings.
5 - To fill the souls of students with love for all that is beautiful in life.
6 - To develop in students a love of giving.
7 - To provide health care to the student.
8 - To be concerned with the development of students' mental powers.
9 - To develop the emotional attitude of the students.
10 - To prepare him for next academic life.
The UNESCO report issued in 1967 indicates that distance education seeks to achieve the
following goals:
A - the integration of the students' personality growth and the consolidation of social
relations with individuals and groups.
B - Preparing students for primary school.
C - Students pledge, care and fulfill their needs for knowledge, creativity and
independence.
D - Student growth in the emotional, ethical, linguistic, sensory and physical domains.
There are major goals for distance education that effectively respond to the needs of
students such as young age (3-6 years). These objectives are represented in the axes that
the researcher has classified as follows:
1- Goals related to the student himself and what is related to the growth of mental and
cognitive abilities, social growth and relationships with others, physical and movement
growth, spiritual and moral growth, the growth and development of mental creativity,
artistic and aesthetic taste.

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2 - Social, national and global goals related to the growth of patriotic and national feeling
and love of peace.
3 - goals related to preparation and preparation for adaptation to the next stage of school.
4- Objectives related to students ’security and safety, and the safety of their environment.
5 - Goals related to the development of concepts towards love of work and its respect.
Thus, the contemporary goals of distance education start from three main sources:
A - The nature of students and the age stage they are going through.
B - Society's philosophy, ethical belief and culture.
C - Scientific fields and knowledge and the nature of surrounding environmental
experiences.
The researchers divide these goals into general (educational) and special (educational)
goals. As for the general goals, they are based on theories of growth, knowledge and
learning, which they adopt and formulate them in images, goals and major goals. The
general or educational goals at this level are broad-based, generally formulated, goals that
are achieved through special or educational goals that are derived from them. (Sale D.,
2020). The general (educational) objectives of distance education are summarized as
follows:
1 Achieving the comprehensive development of students mentally, psychologically,
socially and spiritually.
2 - Discovering students ’tendencies and their special preparations and allowing them to
grow and appear in an atmosphere of freedom and set off from books and fatigue, taking
into account individual differences.
3 Providing students with knowledge as an unintended goal for its own sake, but rather as
a result of the various activities that students practice.
4 - Closer the link between what students learn and their lives and environment.
5 - To develop students' mental development, by encouraging them to search and
discover.
6 - Enriching students' linguistic outcomes by providing them with correct expressions
and easy structures appropriate for their ages and related to their lives and social
surroundings.

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7 - Providing students with basic concepts and skills in the field of the "Coronavirus"
critical stage and science.
8 - Students ’acquisition of sound habits, ethical, spiritual, aesthetic and health values.
9 - Preparing students for the regular education stage, accustoming them to the school
atmosphere and gradually transferring them to social life in the school.
10 - To accustom students to taking responsibility, self-reliance and autonomy.
11 - Encouraging students to make decisions, express opinions, and develop a spirit of
initiative and inquiry.
12 - Launching and enhancing students' creativity.
13 - Care for talented students and people with special needs.
As for the special goals, the researcher defined them as behavioral, educational or
procedural goals, which are characterized by multiplicity, diversity and interdependence
with each other in the form of an integrated unit to achieve the general goals of distance
education. These goals are concerned with the cognitive, linguistic, psychological, social,
ethical, aesthetic and creative aspects of students' development, and are summarized in
the following three areas:
A - Objectives of the knowledge domain (mental and linguistic):
It generally includes goals that aim to develop students' intelligence, which requires the
development of their senses and attention, and the awareness and development of their
abilities to explore, experiment and solve problems. It also includes working on
developing thinking, acquiring concepts and language, expressing them and
understanding, which requires the result of curiosity, and accustomed to methods of
thinking and the realization of the mind. Among the most prominent goals related to the
cognitive and linguistic field:
1- Developing students' mental abilities in terms of remembering, understanding,
perception, and visualization.
2 - To develop students' ability to classify, count, and sequence, and to understand the
relationship between cause and effect.
3 - To develop aspects of observation, exploration, research and experimentation.
4 - Developing students' ability to recognize the properties of things.

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5 - Developing students' ability to find the relationship between things (common and non-
common characteristics).
6 - Enriching students' linguistic outcomes.
7 - To develop students' ability to speak and express their thoughts and feelings.
8 - Provide students with the concepts that help him develop feelings of belonging to
family.
9 - Development of some basic concepts in the fields of art and the social field.
10 - Development of students' ability to imagination and creativity.
B - Objectives of the emotional field (emotional, emotional and social):
They are the goals that deal with feelings, feelings and emotions, and focus on what is
intended to be developed in students in terms of feelings, tendencies and attitudes
towards himself and those around him. It is related to the psychological and social
formation of the student (self-confidence, dependence on it, and relationships with the
individuals and things around him). Through social development (by distinguishing
between what is right and what is wrong in behavior), he learns that there are established
limits that he cannot cross in dealings, and that there are general morals that he must
adhere to - he is obligated by adults in a framework of love, kindness and reassurance -
and that he accepts guidance and gets used to share and live with others.
Among the most prominent goals related to the emotional field:
1 - To develop a sense of self-confidence and self-esteem, dependence on it and a sense
of responsibility.
2- Development of positive trends towards freedom of expression and discussion.
3- Forming negative attitudes toward selfishness, self-love, aggression and control.
4- Development of students' ability to self-control behavior and control emotions.
5- Development of proper behaviors towards hygiene, nutrition and health.
6 - To develop students' ability to express their feelings and feelings.
7 - To develop a sense of participation and a desire to live with others, and the ability to
exchange leadership and subordination functions.
8 - Developing positive attitudes towards work and establishing healthy habits associated
with it.

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9 - Developing feelings of love and belonging to the homeland and its sense of the
meaning of giving and sacrifice.
10 - Developing a sense of beauty, and filling the students' souls with all that is beautiful.
C - Objectives of the skill field (sensory and motor):
They are the special goals that are related to the students ’physical and athletic motor
skills, and artistic expressive movement skills. As for the first, it deals with the mobility
aspect that students undertake in order to develop their muscles, joints and various
movements in order to build the body and coordinate and synergize its movements. The
development of students 'mobility abilities requires sense of freedom in movement and
the sense of the relationship between the movement he performs and the space available
to him (spatial perception) as well as the relationship between movement and the
movements of others - and the movement growth has its close relationship with mental
development, so the motor growth and the accompanying muscle and nervous
development help in organizing students' achievement for the linguistic side and patterns
of thinking that he acquires through various motor activities.
Likewise, motor development is closely related to sensory development, as students'
perception of what is around it depends on touching, eating and dealing with it, and this is
what Piaget affirms of the need to focus on students' dealing with objects directly as
essential in the process of students' abstraction of their shapes and for stripping away the
spatial relationships that emanated from this reaction. This confirms the importance of
the opportunities provided by games, free activities and expressive activities in the
formation of different mental images of students, and their discovery and awareness and
the natural and social environment surrounding.
As for the second, related to artistic expressive motor skills, it is concerned with
developing students' abilities through the arts (drawing, coloring, cutting, composition,
sculpture, forming, acting and expressing hands and fingers, expressive dancing,
rhythmic movements, carpentry, and plantations ... etc.). (Al Hashlamoun & Others,
2020)>
Among the most prominent goals related to the skill field:

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1 - Development of the muscular / neural compatibility of the minor and major muscles
of the student.
2 - Developing the student's motor / visual, motor / auditory compatibility.
3 - Developing hand-eye synergy in particular to prepare for learning to write (by
drawing lines and shapes).
4 - Developing the use of senses to help him interact with the natural environment
surrounding him.
5 - To develop ability to use the proper and safe use of tools and devices.
6 - Gain the motor skill that helps him use body parts in an effective way.
7 - Development of ability to imitate movements.
8 - Raising the students' latent creative energies and directing them without imposition or
coercion.
9 - Developing students' imagination and providing opportunities to unlock their creative
potential.
F) General educational objectives of distance education in the Arab Gulf states:
Through the document general objectives for the educational goals and the goals of the
educational stages, the general educational objectives of distance education for the Arab
Gulf states were summarized as follows:
1- Taking care of students ’life, instinct, and moral, mental and physical growth in
normal, normal conditions for the family atmosphere according to modern concepts.
2- Inculcating modern age concepts, forming good habits and attitudes, desirable social
qualities, healthy habits, and sound religious and socially desirable behavior.
3- Taking care of students ’preparations and abilities, and accustoming them to school
life in preparation for the teaching and learning processes.
4- The gradual transition from the self to the group view.
5- Acquiring some information that helps to use body parts in an effective way, to
preserve health and safety.
6- Acquiring some information necessary to practice activity and interact with the new
community.

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7- Forming a positive attitude towards oneself, towards the family, and towards the
school.
8- Students' acquisition of language skills that are reflected in listening, understanding,
expression and memorization through appropriate interactive activities.
9 - Nurturing students' desire to learn, and meeting the needs of their curiosity and
exploration.
10- Developing students' artistic and aesthetic appreciation through virtual and non-
virtual activities.
11- Developing organized movement activity and directing it to maintain the individual’s
health and safety, and gaining the experiences it contains.
12- Developing students' senses to help them interact positively with the surrounding
environment.
Objectives of distance education in the United Arab Emirates:
The education policy in the United Arab Emirates has defined the objectives of distance
education as:
1- Maintaining students ’education and taking care of their moral, mental and physical
development in normal, normal conditions for the family atmosphere, responding to the
requirements of the modern era.
2 - Formation of the ethical trend based on Arab and Islamic morals, corresponding to
instinct.
3- Adopting etiquette for students, and facilitating its absorption of the virtues of the
modern age, and righteous trends by having a good example and a likable example for
students.
4- Enclosing the students the school atmosphere, preparing it for school life, or gently
transferring it from the (central subjectivity) to a shared social life with peers and
children.
5 - Providing him with a wealth of correct expressions, easy basics, and age-appropriate
information related to surroundings.
6 - Training students on motor skills, accustoming him to correct habits, raising senses,
and training him to use them well.

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7 - Encouraging innovative activity, pledging aesthetic taste, and providing an
opportunity for vitality for a guided launch.
8 - Fulfilling the needs of distance education, happiness and refinement of students,
without pampering or fatigue.
9 - Vigilance to protect students from dangers, treat signs of abnormal behavior, and
adequately confront problems of distance education. (Ahmada & Others, 2019).

Study methodology:
The study followed the descriptive and analytical approach in its implementation,
according to the following steps:
Study Population and Sample:
The study population is the teachers working in distance education in the United Arab
Emirates that we are going through "Coronavirus" during the educational sessions for the
academic year for the year 2020.
The study is based on the random sample of 50 respondents which was selected using
random sampling technique. The sample population for this research is based on the
original study community which has been categorized into government distance
education and eligibility distance education.
Characteristics of the study sample individuals:
The most important demographic characteristics of the sample population related to the
variables of the study have been analyzed
Gender
Table 1 shows the gender of the sample respondents
Table (1): Gender
Frequenc Percentag
Gender y e
Male 35 70
Female 15 30

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The above table describes that there are 70% males and 30% females in the sample
population. That means out 50, there are 35 male respondents and 15 female respondents.
Nationality
Table 2 has described about the nationality of the sample respondents. The table has
described the number/frequency and the percentage of the sample respondents.
Table (2): Nationality

Frequenc Percentag
Nationality y e
UAE 25 50
Non-UAE 15 30
Did not
Specify 10 20

The above table has described that 50% teachers of the sample population are Local
teachers as their nationality is UAE. 30% teachers of the sample are non-UAE as they
have come from other countries. 20% teachers of the sample did not specify their
nationality.
School type
The table 3 has described about the type of school where the sample respondents are
working as the teachers. The table has described about frequency and percentage of the
sample respondents.
Table (3): the type of school

Frequenc Percentag
School type y e
Governmen
t 35 70
Private 10 20
Did not
specify 5 10

The data indicates that there are high number of teachers working in the government
distance education institutes. The percentage of teachers working in government distance

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education institutes are 70%. The percentage of teachers working in private distance
education institutes are 20%. 10% respondents did not specify where they are working.
Academic qualification
Table 4 has described about the academic qualification of the teachers working in these
government and private distance education institutes.
Table (4): Academic qualification
Frequenc Percentag
Academic qualification y e
Bachelor 10 20
Intermediate diploma 10 20
M.A 20 40
M Phill 5 10
Doctorate 5 10

The above table has made this clear that 20% teachers in the sample population holds
bachelor degree. 20% teachers in the sample population holds intermediate diploma. 40%
teachers in the sample population holds Masters’ degree. 10% teachers in the sample
population holds doctorate degree.
Specialization
The table 5 exhibits the specialization of the teachers in a particular field through
frequency and percentage.
Table (5): Specialization
Frequenc Percentag
Speciality y e
Education 40 80
Another speciality 10 20
Did not specify 0 0

The data has indicated that there are majority of the teachers in the sample population
which are education specialist. From 50 respondents, 40 are specialized in education.
There are total 80% respondents specialized in education. Remaining 20% have another
specialty.
Nature of work in the schools

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The table 5 exhibits the nature of work in the schools for the teachers through frequency
and percentage.
Table (6): The nature of work in the school
Frequenc Percentag
Nature of work y e
Teacher 48 96
Administrative 1 2
supervisor 1 2
Did not Specify 0 0

The table 6 indicates that the sample population of this research study consists of
majority of participants who worked as teachers in the government and private distance
education institutes. There are 96% participants working as teachers in the institutes.
There are only 2% participants working as administrative employees and another 2%
respondents working as supervisors in those distance education institutes.
Number of years in the school
The table has described about the working experience of the participants in this research
in numbers as well as in percentage.
Table 7 Working experience
Number of years in the Frequenc Percentag
school y e
1-4 years 2 4
4-9 years 14 28
9-12 years 14 28
More than 12 years 20 40

Table 7 describes that there are 2% teachers in the data set who are working in these
distance education institutes from 1-2 years. There are 14% teachers in the data set who
are working in these distance education institutes from 4-9 years. There are 14% teachers
in the data set who are working in these distance education institutes from 9-12 years.
There are 20% teachers in the data set who are working in these distance education
institutes from more than 12 years.
Study procedures:

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The research study has adopted primary data collected method for collection of data for
this research study. The sample population for this research is the teachers teaching in the
government and private distance education institutes. The sample size for this research is
50 respondents. These respondents have been selected using simple random sampling
technique. The data collected has been analysed using descriptive statistic techniques
using Microsoft excel.
Table (8): Pearson correlation coefficients to measure the relationship between each
statement and the total degree of the distance education goals axis (investigation,
importance)
Investigation Importance
Phrase Degree of correlation Phrase Degree Correlation
number coefficient number coefficient
1 ** 6237. 1 ** 5354.
2 ** 3799. 2 ** 5874.
3 ** 5441. 3 ** 4092.
4 ** 4910. 4 ** 5753.
5 ** 5216. 5 ** 6705.
6 ** 5070. 6 ** 6333.
7 ** 5649. 7 ** 6188.
8 ** 6797. 8 ** 6276.
9 ** 6004. 9 ** 6448.

** Statistically significant at the level of significance (0.01).

Table (9): Pearson correlation coefficients to measure the relationship between each
statement and the total degree of the distance education planning axis (investigation,
importance)
Investigation Importance
Phrase Degree of correlation Phrase Degree of correlation
number coefficient number coefficient
1 ** 7982. 1 ** 5029.
2 ** 8317. 2 ** 7638.
3 ** 6216. 3 ** 7334.
4 ** 6898. 4 ** 5334.

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** Statistically significant at the level of significance (0.01).
After applying the tool, a correlation coefficient (Pearson) was used to measure the
relationship between each statement, and the total degree of the axis to which it belongs
in relation to the two degrees of importance and verification of them, and it appeared that
the correlation of all the statements with their axes was statistically significant at the level
of significance (0.01) This is shown in Tables (8 and 9).
The Pearson correlation coefficient was also used to measure the relationship between
each of the phrases of the fourth axis (difficulties) with its five dimensions, and this
measurement resulted in a statistically significant correlation between the total score of
the axis and all the statements, as well as the presence of a statistically significant
correlation between the total score of the axis and the five dimensions as shown in Table
(10). It turned out that all the statements were statistically significant at the level of
significance (0.01) except for the relevance of the expressions of the fifth dimension
(curriculum), which was statistically significant at the level of significance (0.05).

Table (10): Pearson correlation coefficients to measure the relationship between each
statement and the total score for each dimension of the difficulty axis
Degree of correlation coefficient
Phrase
First Second Third Fourth Fifth
number
dimension dimension dimension dimension dimension
1 ** 5453. ** 6517. ** 7893. ** 6715. ** 6875.
2 ** 5733. ** 6278. ** 7979. ** 5035. ** 7030.
3 ** 6484. ** 7340. ** 8634. ** 5464. ** 4436.
4 ** 6669. ** 4917. ** 7381. ** 6038. ** 6506.
5 ** 5972. ** 7414. ** 5055. ** 6680.
6 ** 6698. ** 7061. ** 5108. ** 6419.
7 ** 6247. ** 6679. ** 5684. ** 7541.
8 ** 5345. ** 5077. ** 6169.
9 ** 5732. ** 6900. ** 5479.
10 ** 6050. ** 5191.

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 11 ** 5709.
12 ** 4433.
The link
** 7312. ** 7783. ** 6872. ** 8536. * 7724.
Axle

** Statistically significant at the level of significance (0.01)

Stability of the study tool:

The stability of the study tool was calculated through the reliability coefficient
(Cronbach’s Alpha). The total stability of the study tool axes was (0.9252), which is a
coefficient of reliability that qualifies the reliability of the results of this study and the
generalization of its results. The reliability scores for each of the dimensions of the study
axes are high, as shown in Table (11).
Table (11): Cronbach Alpha Stability Coefficients
The axes and dimensions of the study tool The degree of stability
Second axis (objectives of distance education)  
Investigation 7817.
Importance 8089.
Second axis (planning education distance)  
Investigation 7643.
Importance 7178.
Fourth Axis (difficulties) 9252.
Supervision 7518.
Virtual environment 8269.
The role of family 8374.
Administrative procedures 8384.
School curricula 7796.

Analyze and discuss the study results

 Perception of teachers for online teaching and importance of distance
education

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 1. Distance education helps the students to continue their education with focus
on their overall development in the normal conditions and as per the
requirements of the modern society.

The results of the statistical analysis have proved that there are 70% respondents who are
satisfied with the statement that distance education helps the students to continue their
education with focus on their overall development in the normal conditions and as per the
requirements of the modern society. There are 20% respondents who are dissatisfied with
the statement that distance education helps the students to continue their education with
focus on their overall development in the normal conditions and as per the requirements
of the modern society. There are 10% respondents who are neutral with the statement that
distance education helps the students to continue their education with focus on their
overall development in the normal conditions and as per the requirements of the modern
society.
2. Distance education provides education opportunities to every individual.

The results of the statistical analysis have proved that there are 50% respondents who are
satisfied with the statement that distance education provides education opportunities to

Page | 21
every individual. There are 20% respondents who are dissatisfied with the statement that
distance education provides education opportunities to every individual. There are 30%
respondents who are neutral with the statement that distance education provides
education opportunities to every individual.
3. Online teaching has made the distance education more effective as compared to
the offline delivery of content to the students.

The results of the statistical analysis have proved that there are 80% respondents who are
satisfied with the statement that online teaching has made the distance education more
effective as compared to the offline delivery of content to the students. There are 10%
respondents who are dissatisfied with the statement that online teaching has made the
distance education more effective as compared to the offline delivery of content to the
students. There are 10% respondents who are neutral with the statement that online
teaching has made the distance education more effective as compared to the offline
delivery of content to the students.
4. In online teaching, quality of content delivered to the distance education students
is same as the offline teaching.

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The results of the statistical analysis have proved that there are 60% respondents who are
satisfied with the statement that in online teaching, quality of content delivered to the
distance education students is same as the offline teaching. There are 14% respondents
who are dissatisfied with the statement that in online teaching, quality of content
delivered to the distance education students is same as the offline teaching. There are
26% respondents who are neutral with the statement that in online teaching, quality of
content delivered to the distance education students is same as the offline teaching.

5. There is no difference between the level of concept clarity of the students studying
online from distance education and regular mode.

The results of the statistical analysis have proved that there are 50% respondents who are
satisfied with the statement that there is no difference between the level of concept clarity
of the students studying online from distance education and regular mode. There are 24%
respondents who are dissatisfied with the statement that there is no difference between
the level of concept clarity of the students studying online from distance education and

Page | 23
regular mode. There are 26% respondents who are neutral with the statement that there is
no difference between the level of concept clarity of the students studying online from
distance education and regular mode.
6. Online sessions in distance education has helped in the improvement of the
academic performance of the students.

The results of the statistical analysis have proved that there are 80% respondents who are
satisfied with the statement that online sessions in distance education has helped in the
improvement of the academic performance of the students. There are 14% respondents
who are dissatisfied with the statement that online sessions in distance education has
helped in the improvement of the academic performance of the students. There are 6%
respondents who are neutral with the statement that online sessions in distance education
has helped in the improvement of the academic performance of the students.
7. Online mode of teaching would help in achievement of the goals of distance
education.

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The results of the statistical analysis have proved that there are 80% respondents who are
satisfied with the statement that online mode of teaching would help in achievement of
the goals of distance education. There are 14% respondents who are dissatisfied with the
statement that online mode of teaching would help in achievement of the goals of
distance education. There are 6% respondents who are neutral with the statement that
online mode of teaching would help in achievement of the goals of distance education.
8. Online mode of teaching is the best method to fulfill the needs of distance
education as well as the requirements of the students.

The results of the statistical analysis have proved that there are 52% respondents who are
satisfied with the statement that online mode of teaching is the best method to fulfill the
needs of distance education as well as the requirements of the students. There are 28%
respondents who are dissatisfied with the statement that online mode of teaching is the
best method to fulfill the needs of distance education as well as the requirements of the
students. There are 20% respondents who are neutral with the statement that online mode
of teaching is the best method to fulfill the needs of distance education as well as the
requirements of the students.
9. Online teaching has helped in the vigilance of the behavior and level of
understanding of the distance education students

Page | 25
 20%
Satisfied
46% Dissatisfied
Neutral
34%

The results of the statistical analysis have proved that there are 52% respondents who are
satisfied with the statement that online teaching has helped in the vigilance of the
behavior and level of understanding of the distance education students. There are 28%
respondents who are dissatisfied with the statement that online teaching has helped in the
vigilance of the behavior and level of understanding of the distance education students.
There are 20% respondents who are neutral with the statement that online teaching has
helped in the vigilance of the behavior and level of understanding of the distance
education students.
 Perception of teachers for extent of the objectives achieved for online
teaching and distance education

1. Distance education helps the students to continue their education with focus on
their overall development in the normal conditions and as per the requirements of
the modern society.

Page | 26
The results of the statistical analysis have proved that degree of achievement of 60%
respondents is high with the statement that distance education helps the students to
continue their education with focus on their overall development in the normal conditions
and as per the requirements of the modern society. Degree of achievement of 30%
respondents is medium with the statement that distance education helps the students to
continue their education with focus on their overall development in the normal conditions
and as per the requirements of the modern society. Degree of achievement of 10%
respondents is low with the statement that distance education helps the students to
continue their education with focus on their overall development in the normal conditions
and as per the requirements of the modern society.
2. Distance education provides education opportunities to every individual.

The results of the statistical analysis have proved that degree of achievement of 60%
respondents is high with the statement that distance education provides education
opportunities to every individual. Degree of achievement of 20% respondents is medium
with the statement that distance education provides education opportunities to every
individual. Degree of achievement of 20% respondents is low with the statement that
distance education provides education opportunities to every individual.
3. Online teaching has made the distance education more effective as compared to
the offline delivery of content to the students.

Page | 27
The results of the statistical analysis have proved that degree of achievement of 60%
respondents is high with the statement that online teaching has made the distance
education more effective as compared to the offline delivery of content to the students.
There are 30% respondents who are dissatisfied with the statement that online teaching
has made the distance education more effective as compared to the offline delivery of
content to the students. There are 10% respondents who are neutral with the statement
that online teaching has made the distance education more effective as compared to the
offline delivery of content to the students.
4. In online teaching, quality of content delivered to the distance education students
is same as the offline teaching.

The results of the statistical analysis have proved that degree of achievement of 60%
respondents is high with the statement that in online teaching, quality of content delivered
to the distance education students is same as the offline teaching. Degree of achievement
of 20% respondents is medium with the statement that in online teaching, quality of
content delivered to the distance education students is same as the offline teaching.

Page | 28
Degree of achievement of 20% respondents is neutral with the statement that in online
teaching, quality of content delivered to the distance education students is same as the
offline teaching.

5. There is no difference between the level of concept clarity of the students studying
online from distance education and regular mode.

The results of the statistical analysis have proved that degree of achievement of 60%
respondents is high with the statement that there is no difference between the level of
concept clarity of the students studying online from distance education and regular mode.
Degree of achievement of 30% respondents is medium with the statement that there is no
difference between the level of concept clarity of the students studying online from
distance education and regular mode. Degree of achievement of 10% respondents is low
with the statement that there is no difference between the level of concept clarity of the
students studying online from distance education and regular mode.
6. Online sessions in distance education has helped in the improvement of the
academic performance of the students.

Page | 29
 20%

High
48% Medium
Low

32%

The results of the statistical analysis have proved that degree of achievement of 48%
respondents is high with the statement that online sessions in distance education has
helped in the improvement of the academic performance of the students. Degree of
achievement of 32% respondents who is medium with the statement that online sessions
in distance education has helped in the improvement of the academic performance of the
students. Degree of achievement of 20% respondents who is low with the statement that
online sessions in distance education has helped in the improvement of the academic
performance of the students.
7. Online mode of teaching would help in achievement of the goals of distance
education.

Page | 30
The results of the statistical analysis have proved that degree of achievement of 24%
respondents is high with the statement that online mode of teaching would help in
achievement of the goals of distance education. Degree of achievement of 36%
respondents is medium with the statement that online mode of teaching would help in
achievement of the goals of distance education. Degree of achievement of 0%
respondents is low with the statement that online mode of teaching would help in
achievement of the goals of distance education.
8. Online mode of teaching is the best method to fulfill the needs of distance
education as well as the requirements of the students.

Page | 31
The results of the statistical analysis have proved that degree of achievement of 48%
respondents is high with the statement that online mode of teaching is the best method to
fulfill the needs of distance education as well as the requirements of the students. Degree
of achievement of 32% respondents is medium with the statement that online mode of
teaching is the best method to fulfill the needs of distance education as well as the
requirements of the students. Degree of achievement of 20% respondents is low with the
statement that online mode of teaching is the best method to fulfill the needs of distance
education as well as the requirements of the students.
9. Online teaching has helped in the vigilance of the behavior and level of
understanding of the distance education students

Page | 32
The results of the statistical analysis have proved that degree of achievement of 60%
respondents is high with the statement that online teaching has helped in the vigilance of
the behavior and level of understanding of the distance education students. Degree of
achievement of 30% respondents is medium with the statement that online teaching has
helped in the vigilance of the behavior and level of understanding of the distance
education students. Degree of achievement of 10% respondents is low with the statement
that online teaching has helped in the vigilance of the behavior and level of understanding
of the distance education students.
Recommendations:
From the above analysis, it can be concluded that the teachers are satisfied from the
existing distance education goals of teh education policy and the objectives set by the
governmnet to act according to these policies. Majority of the teachers in the sample
population have stated that online teaching has helped the governmnet for the
achievemnt of the goals of distance education Online teaching has also helped in
increasing teh importance of the distance education among students . The teachers have
assessed that it is due to online teaching in distance education the scademic performance
of the students has been improved because distance education programs through online
mode have added to the quality of education

But from the results of the data, it has also been analyzed that UAE government still
needs to make efforts for the further improvement of the distance education in UAE
through online teaching. Following are some recommendations for the improvement of
distance education and online teaching in UAE.

 It should be compulsory for the distance education students to attend all the online
classes.
 Online classes under distance education mode should be provided according to
eth convenience of the students.
 High use of information technology in online teaching can make the online
teaching pattern more effective.

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 It should be compulsory for all the teachers to make records of the performance of
distance education students.

Page | 34
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