Virtual teaching: Teachers' perspectives on online virtual classroom effectiveness during and beyond Covid-19

Abstract

The purpose was to investigate the Arabic language teachers' perspectives on online VC effectiveness during and beyond COVID-19.  Participants were 340 teachers. This study employed cross-sectional descriptive method, with the main focus on Arabic Language teachers' perspectives on online VC effectiveness during and beyond COVID-19. Findings from descriptive analysis of the teachers’ responses on the importance of using virtual classrooms in distance education program shoed that the rank agree comes first, where teachers responded with agree in 17 items, 2 with strongly agree and only one item for disagree.  Using one-way analysis of variance (ANOVA), findings showed that there were no statistically significant differences between the responses of the study sample towards the use of virtual classrooms by gender, while academic qualification and years of experience contributed significantly, where those with higher qualification, and who are experts had positive perspectives   on online VCs effectiveness during and beyond COVID-19. KEYWORDS. Virtual Teaching, Online Virtual Classroom, Covid-19