Engagement, Interaction, and Socialization of Islamic Education Pre-service Teachers through Virtual Discussions

Abstract

Virtual learning, necessitated by COVID-19, is novel in Kuwait. This study explores Islamic education pre-service teachers’ perceptions regarding online learning experiences with virtual discussions to demonstrate its effectiveness in interaction, engagement, and socialization. Data were collected from 161 female Islamic education pre-service teachers enrolled at (Kuwait University). A mixed methods research approach confirmed the participants’ positive perceptions regarding the virtual learning experience and the role of virtual discussions in fostering engagement, interaction, and perceived learning. Virtual discussions maximized peer cooperation, enforced communication skills, and generated constructive feedback. The drawback was that a few pre-service teachers dominated the discussion, highlighting the importance of the instructor’s guidance in achieving learning outcomes. For these teachers in training, this study clarifies the impact of virtual discussions on learning outcomes and in fostering interaction and engagement and helps them understand the importance of being heard, communicating ideas, and sharing perspectives in a virtual environment.