Abstract
Following the 2019 coronavirus (COVID-19) pandemic, the role of distance learning is to substitute conventional teaching methods worldwide and to keep the education process tenacious. The purpose of this study was to explore the impact of distance learning in science education at Jordan University of Science and Technology (JUST) during the COVID-19 pandemic. This was a mixed-methods study that utilized quantitative descriptive-analytical approaches. Twenty-eight science faculty members at JUST were eligible to participate. A survey questionnaire adapted from an Irish national survey to explore the impact of the COVID-19 crisis school closures on teaching and learning science was used. Findings from this study show a significant impact of distance teaching on science education. The participants reported many obstacles and challenges, including internet connection issues and lack of experience with the new technology and teaching strategies. Moreover, 75% of the participants reported that technical problems were the most significant among other obstacles. The advantages of distance learning were also explored in this study; the participants reported gaining new techniques and teaching skills. However, the majority of the participants reported a preference for the traditional methods over distance learning and advocated for taking advantage of blended learning to improve science teaching.