Author(s): Nidal Alramahi, Rada Almwdiah, Alaeddin Sadeq, Khaled Alzeaideen, Laith Hadla, Maram Al-Safarini, Amer Abu Salem, Mahmoud Odeh, Khaled Al-qawasmi & Aliaa Burqan
This study aims at finding out the effectiveness degree of distance learning at Zarqa University in light of Corona Pandemic from faculty members’ and students’ point of view. The descriptive survey methodology is used. The study is applied to a stratified random sample of faculty members and students at Zarqa University, whose number was (210) faculty members and (1261) male and female students. The questionnaire, which consists of (40) items, distributed into three domains, is used as a tool to collect data, after ensuring its validity and reliability. The findings show that the mean of the effectiveness degree of distance learning at the university is medium from faculty members’ point of view with a mean (3.67) and a standard deviation of (0.47). The study found that the effectiveness degree of distance learning at the university is also medium from the students’ point of view. The mean is (3.36) with a standard deviation of (0.62). The findings indicate that there are significant differences at (? ≤ 0.05) between the views of faculty members and students’ views on the overall degree and the three domains in favor of faculty members. There are no significant differences at (? ≤ 0.05) of the degree of effectiveness of distance learning at the university from the faculty members’ point of view due to the academic rank and gender variables. While there are significant differences attributed to the variable of the faculty, in favor of the humanities faculties. There are significant differences in the degree of effectiveness of distance learning at the university from the students’ point of view in the total score and the three domains attributed to gender, in favor of males. There are significant differences due to the variable of the faculty in the domains of (Distance learning effectiveness and Distance learning system) in favor of humanities faculties. There were no significant differences in the domain of (Distance learning obstacles).