Difficulties Faced by English Teachers in e-learning: A Comparative Study among Teachers of Palestinian and the Occupied Palestinian Territories Schools

Abstract

This comparative paper has made a number of significant contributions to the field of e-learning. The paper explored the difficulties of using e-learning among teachers in Palestine and Occupied Palestine Territories. This paper is based on four questions and four hypotheses were formulated. For data collection, the researchers used a questionnaire. The Statistical Package for the Humanities (SPSS V. 23)is used for analyzing the data. Our results go beyond previous reports, showing that teachers in both areas face tremendous difficulties related to the student themselves and the subject itself. However, our results are opposite to the findings of the study of Al-Subaie (2017) and Al-Harash, Mufleh, and Al-Dahon (2010), which showed that the difficulties related to hardware and software are the most noticed obstacles. Planned comparisons also revealed that there are no differences in the degree of teachers' use of e-learning. Even though we did not replicate the previously reported studies in 2020 and 2021, our results state that there were differences due to the place variable in favor of West Bank teachers. The paper recommends teachers reduce the burdens in the classroom to encourage students to focus during e-learning. Future investigations are necessary to validate the kinds of conclusions that can be drawn from this study. Future studies could fruitfully explore this issue further by conducting a study on teachers' competencies related to e-learning between the aforementioned areas.

Full text

International Journal of Enhanced Research in Educational Development (IJERED) ISSN: 2320-8708, Vol. 10 Issue 1, Jan-Feb, 2022, Impact Factor: 7.326
Page | 1
Difficulties Faced by English Teachers in
e-learning: A Comparative Study among
Teachers of Palestinian and the Occupied
Palestinian Territories Schools
Tahani R.K. Bsharat1, Fariza Puteh Behak1, Suzanah Binti Selamat1,
Enas A. A. Abuhamda1, Yousef A. Y. Almadhoun1, Mosaddaq Y. Barahmeh2,
Islam Asim Ismail3*, Munther Zyoud4, Khaled Abdul-Jaleel Dweikat4,
Nidal Jayousi5, Jandal Ahmad Mohammed Salah5, Huda M. H. Frihat6
1Faculty of Major Language Studies, UniversitiSains Islam Malaysia, Malaysia
2Faculty of Arts, Arab American University of Palestine, Palestine
3School of English Language Education, The English and Foreign Languages University, India
4Faculty of Educational Sciences, Al-Quds Open University, Palestine
5Faculty of Education and Teachers’ Training, An-Najah National University, Palestine
6Department of English, University of Malaya, Malaysia
Corresponding Author: Islam Asim Ismail, islamphdele19@efluniversity.ac.in
ABSTRACT
This comparative paper has made a number of significant contributions to the field of e-learning. The paper
explored the difficulties of using e-learningamong teachers in Palestine and Occupied Palestine Territories. This
paper is based on four questions andfourhypotheses were formulated.For data collection, the researchers used a
questionnaire.The Statistical Package for the Humanities (SPSS V. 23)is used for analyzing the data.Our results
go beyond previous reports, showing that teachers in both areas face tremendous difficulties related to the
student themselves and the subject itself. However, our results are opposite to the findings of the study of Al-
Subaie (2017) and Al-Harash, Mufleh, and Al-Dahon (2010), which showed that the difficulties related to
hardware and software are the most noticed obstacles.Planned comparisons also revealed thatthere are no
differences in the degree of teachers' use of e-learning.Even though we did not replicate the previously reported
studies in 2020 and 2021, our results state that there were differences due to the place variable in favor of West
Bank teachers.The paper recommends teachersreduce the burdens in the classroom to encourage students to
focus during e-learning. Future investigations are necessary to validate the kinds of conclusions that can be
drawn from this study. Future studies could fruitfully explore this issue further by conducting a study on
teachers’ competencies related to e-learning between the aforementioned areas.
Key Words: English teachers; e-learning; teaching difficulties; Occupied Palestine Territoriesschools; Occupied
Palestinianschools,burdens; and Covid-19.
INTRODUCTION AND LITERATURE REVIEW
The phenomenon of e-learning has been widely observed in Palestine.In 2020, education was thrown into disarray by
the outbreak of the Coronavirus, and as a result of the epidemic's widespread spread, countries around the world
decided to close educational institutions. A major change was shifting the burden of school education back to the
family after a long period of it being shifted to school institutions.
According to UNESCO,138 countries have closed or partially closed their educational institutions, including schools,
affecting over 1.4 billion pupils globally (Ghanayem, 2020).Mahmoud (2020) explains how the educational process is
producing uncertainty among students and those in charge of education. According to Ghaneim (2020), the effects of

International Journal of Enhanced Research in Educational Development (IJERED) ISSN: 2320-8708, Vol. 10 Issue 1, Jan-Feb, 2022, Impact Factor: 7.326
Page | 2
the pandemic on education and students are significant, including educational losses, high drop-out rates, educational
inequality, especially among poor students.
Kenawy (2020) added that the countries most affected by the pandemic are those with low learning outcomes and high
dropout rates and that long-term school closures will impact students' access to fewer opportunities to learn at home. In
addition, the financial burden on parents is caused by students staying out of school for an extended period of time,
Also, challenges of finding adequate childcare for their children while they work outside the home. The pandemic has
also resulted in accelerated educational curricula that do not meet the basic educational needs of students to acquire
essential skills, as the majority of these curricula require students to sit and watch videos, read cartoon files, or listen to
presentations, which causes boredom and keeps students away from school.
Additionally, the pandemic has produced accelerated educational curricula that do not meet the basic educational needs
to acquire vital skills, as the majority of these curricula require students to sit and watch videos, read cartoon files or
presentations, which raises boredom in the hearts of students and keeps them away from education.
According to Jared and Atallah (2020), the Corona pandemic, which prompted the shift to distance education, has
caused students to perceive distance learning as insufficient, resulting in varying degrees of seriousness in receiving
knowledge through e-learning, as they see the academic burden as a result. This added to their psychological stress, as
they explained that they "don't know what to do, or how to study," in addition to the psychological pressure that came
with sitting at home for extended periods of time. Technical training, on the other hand, is insufficient to handle the
obstacles of e-teaching because some challenges are beyond the teachers' ability to overcome. For example, it was
discovered (Setyawan&AryatiPrasetyarini, 2020) that students' poor internet connectivity impedes the progress of
educational activities since it causes students to be slow to respond to online learning activities and inhibits teachers'
ability to assess students directly.
Similarly, Pham et al., 2015 discovered that a lack of IT competency and communication, as well as a lack of ICT
facilities, large classes, a heavy teaching load, a lack of technical support, and a lack of support from relevant
authorities. The aforementioned impede the use of information and communication technology in education, and thus
e-learning. Given the requirements of e-learning in the West Bank, we find many difficulties and obstacles that prevent
its effectiveness.The most notable of which is the lack of school infrastructure and information and communication
technology skills (Sabah et al., 2020). Schools in the West Bank generally lack computer labs, adequate computers, and
equipment (Hanawi and Najm, 2019).
Dr. Abu Asba believes that "the Ministry of Education recorded a catastrophic failure in the experience of the distance
education system, both terms of unpreparedness at the country level and lack of computing projects in Arab schools, or
the digital divide between teachers and parents on the one hand, and on the other hand, it has qualified schools with
their administrative, educational, and student cadres to adapt education and technology" (Najjar, 2006).
It is clear from the precedence of introducing and integrating computerization into education in Arab schools in Israel
that they still face many of the same problems and obstacles as the reality of education and its difficulties in the West
Bank. These facts prompted the researchers to conduct a more in-depth study and compare the reality of school e-
learning in the West Bank and Arab schools in Israel. Moreover, the prospect of finding answers to similar challenges
in both environments, as well as benefiting from their experiences to enhance e-learning quality.
The statement of theproblem
The current study seeks to conduct a comparative study on the difficulties facing English language teachers in
Palestinian schools and the occupied Palestinian territories at the basic stage in light of e-learning.
The study questions
1. What are the difficulties that English language teachers in primary schools face in e-learning?
2. Are there differences in the difficulties that English language teachers face in primary schools in e-learning between
Palestinian schools and the occupied Palestinian territories?
3. Do teachers have different perceptions of the difficulties that English language teachers face in primary schools in e-
learning related to some demographic characteristics?
4. What are the teachers' perceptions of the mechanism of overcoming the difficulties they face in this education?
The importance of the study
1. The study is useful for teachers in helping them to identify the methods and means that enable them to overcome the
problems that hinder effective e-learning. These problems require teachers to plan, cooperate and integrate roles
between them and the school administration as well as parents, to reduce their effects on the students’ scientific future.

International Journal of Enhanced Research in Educational Development (IJERED) ISSN: 2320-8708, Vol. 10 Issue 1, Jan-Feb, 2022, Impact Factor: 7.326
Page | 3
2. The results of the study are useful for local community bodies, as these bodies, with their different roles in the
education sector, will be an important supporter and helper in reducing the effects of the transition to e-learning
through their contribution to curricular and extracurricular activities in schools and in the local community.
3. Determining the aspects of material and moral support that the various parties can provide to facilitate the
educational process with the least possible number of problems.
Methodology The descriptive-analytical approach will be used, which is the approach that is based on describing a specific
phenomenon and collecting information about it, and this requires impartiality during the description, as well as a case
study and comprehensive survey or sample survey.
Population and sample
The study complex will consist of primary school English teachers in Palestinian schools and schools in the Occupied
Palestinian Territories.A convenient sample was selected that included approximately (50) English language teachers
who teach in primary schools in the West Bank and the same English language teachers in Palestinian schools in the
occupied territories. The following table shows the distribution of the sample of participants according to their
demographic variables.
Number
Percentage
Place
West Bank
31
62.0%
Occupied Territories in
1948
19
38.0%
Gender
Male
7
14.0%
Female
43
86.0%
Qualification
Diploma
3
6.0%
Bachelor's
31
62.0%
MA & higher
16
32.0%
Experience
0-5 years
19
38.0%
6-10 years
7
14.0%
More than10 years
24
48.0%
It is clear from the above table that 62% of the participants are teachers in West Bank schools, while the percentage of
teachers participating in the study could work in the schools of the occupied Palestinian territories was 38%. Females
constituted the majority of the participants by 86%, while the percentage of male participants was 14%. It also noted
that 62% of the participants hold a bachelor's degree,32% hold a master's degree or higher, 6% hold a diploma, 48% of
the participants have more than 10 years of experience, 38% of the participants have experience ranging from 0-5
years, and 14% have experience ranging from 0-5 years. Between 6-10 years.
The instrument for data collection
The study used one of the scientific research tools represented by a questionnaire that consisted of (30) items, divided
into two domains, which includes (17) paragraphs. The answers were rated on a five-point Likert scale (very highly,
highly, moderately, slightly, very little).
The apparent validity of the tool was presented to a group of arbitrators who verified the suitability of the contents of
the questionnaire to the objectives of the study and its ability to provide answers to the questions and hypotheses
formulated by the researcher. The arbitrators suggested making some modifications that were implemented.Gadget
stability to extract the stability factor of the tool used by the study, the stability factor was calculated using the
Cronbach Alpha test for each area of study, where the first area of use of e-learning by the teacher was found to have a
high degree of stability (0.904, 90%) and the second area found that the difficulties faced by teachers in e-learning were
highly stable (0.936, 94%), which met the purposes of the study.
Statistical treatments
The data was processed by computer through the use of the Statistical Packages Program (SPSS V. 23).Descriptive
statistics was performed.Independent Sample T-test and OneWay ANOVA tests were conducted, as well as Cronbach
Alpha test for tool reliability.
RESULTS AND DISCUSSION
This section presents the results of the study whichexamined the difficulties faced by English teachers for the basic
stage under e-education. The study used a questionnaire to collect data on this subject. The data collected then was
analyzed through the Statistical Package of the Humanities(SPSS). The following is a presentation of these results that

International Journal of Enhanced Research in Educational Development (IJERED) ISSN: 2320-8708, Vol. 10 Issue 1, Jan-Feb, 2022, Impact Factor: 7.326
Page | 4
are divided into two parts. The former are answers to the main study questions whereas the latter provides a statement
of the results of the study hypotheses test. Answering study questions
Level of e-learning utilization by teachers in Palestinian schools and schools in the Occupied Palestinian
Territories.
Table 2: Means and standard deviations of the participants' responses to the degree of use of e-learning by
teachers in Palestinian schools and schools in the Occupied Palestinian Territories
Item
M.
SD.
Degree
The teacher sends assignments by email.
3.20
.968
Moderate
The teacher instructs the students to collect information
using the Internet
3.06
.793
Moderate
The teacher presents the lessons using the PowerPoint
program.
3.76
1.001
High
The teacher instructs students to submit assignments via
email.
3.06
1.038
Moderate
The teacher engages the students in doing a project using
the Internet.
3.06
.977
Moderate
The teacher directs the students to read books, articles, and
pamphlets.
3.16
1.094
Moderate
The teacher directs students to educational websites on the
Internet.
3.62
.901
High
The teacher shows model lessons using the computer.
3.98
.868
High
The teacher directs the students to view a particular lesson
on the Internet.
3.60
.925
High
The teacher asks the students to solve the questions on the
Internet related to the lesson.
3.32
1.114
Moderate
The teacher uses the Internet to display pictures or figures
related to the lesson.
4.00
1.010
High
The teacher asks the students to prepare the presentations
for the lesson (PowerPoint).
3.00
1.049
Moderate
The teacher communicates with the educational supervisor
electronically.
3.78
1.035
High
The degree of use of e-learning by the teacher
3.43
.673
High
The previous table shows that the degree of teachers' use of e-learning is high with an average calculation of 3.78 and a
standard deviation (0.67), confirming that teachers adopt e-learning strategies and pay attention to it as a tool for
modern education. It is clear that images of teachers' use of e-learning in their classrooms vary, but the most common
among them is the use of teachers on the internet to display images or forms associated with the lesson with an average
calculation of (4.00) and standard deviation (1.04). The use of computers to display model lessons (Mean= 3.98,
standard deviation = 0.868), the teacher communicates electronically with the educational supervisor (Mean= 3.78,
standard deviation = 1.03), and the teacher presents lessons using the Presentation Program (PowerPoint) ( MyMean=
3.76, standard deviation = 1.00).Teachers also encourage students to take advantage of the possibilities of e-learning by
directing teachers to students on online educational sites (Mean= 3.62, standard deviation = 0.901).Directing students
to view a particular lesson on the internet (Mean= 3.60, standard deviation = 0.925). The second study question states:
− What are the difficulties teachers face in e-learning? To answer this question, calculation averages and standard
deviations of participants' answers were calculated from teachers spread across areas: hardware and software
difficulties, teacher-specific difficulties, student and subject difficulties.
Table 3: Meanand standard deviations of participants' answers to the field of difficulties faced by teachers in e-
learning: hardware and software difficulties.
Item
M.
SD
Degree
Lack of availability of necessary hardware and
software.
3.72
1.178
High
Unavailability of a security component
3.20
1.106
Moderate
Lack of computer maintenance
3.60
1.124
High
The high financial cost of e-learning
3.86
1.178
High
Hardware and software difficulties
3.59
1.003
High

International Journal of Enhanced Research in Educational Development (IJERED) ISSN: 2320-8708, Vol. 10 Issue 1, Jan-Feb, 2022, Impact Factor: 7.326
Page | 5
Through the previous table, teachers in Palestine and the Occupied Palestinian Territories face difficulties in e-learning
related to hardware and software significantly, with average arithmetic of their answers (3.59). Participants consider
that the greatest difficulty in education is the high financial cost of e-learning with a Mean(3.86), followed by a lack of
availability of hardware and software required with a Mean(3.72).Hence, the lack of computer maintenance with a
Meanof (3.60) and ranked last in difficulties. Participants do not have the security element with a Mean(3.20).
Table 4: Meanand standard deviations of participants' answers to the area of difficulties faced by teachers in e-
learning: teacher-specific difficulties
Item
M.
SD.
Degree
Lack of teacher training to employ it in teaching.
3.50
1.015
High
Teachers stick to traditional teaching methods
3.38
1.047
Moderate
Low awareness of the importance of e-learning
3.50
.994
High
Thinking that using it is a waste of time
3.26
1.136
Moderate
The low suitability of the educational material for e-
learning.
3.18
.983
Moderate
The teacher's workload.
4.28
.965
Very High
Teacher's difficulties
3.51
.762
High
Table 4 above shows that there are significant difficulties for teachers in using e-learning with an average calculation of
3.51 and standard deviation (0.76). The most prominent source of difficulties for teachers in e-learning is the high
burden teachers have to perform on aMean(4.76). 28) Standard deviation (0.965), followed by lack of training of
teachers in the recruitment of e-learning in teaching as well as low awareness of the importance of e-learning with
aMean(3.50), standard deviations of (1.01) and (0.99) on Respectively, teachers adhered to traditional teaching
methods with an average calculation (3.38) and a standard deviation (1.04).
Table 5: Means and standard deviations of participants' responses to the dimension of the difficulties faced by
teachers in e-learning: student and subject-specific difficulties
Degree
SD
M.
Item
High
1.010
3.80
E-learning is poorly suited to the capabilities and
potentials of students
High
.968
3.96
the weakness of the students' level of English
language.
High
1.033
3.44
Poor students' computer skills.
High
1.014
3.54
Little knowledge of students using types of e-
learning.
High
1.121
3.92
Decreased student motivation towards using e-
learning.
High
1.142
4.00
Lack of suitable internet for e-learning
High
1.024
4.18
The lack of a suitable atmosphere for this style in the
homes
High
.865
3.83
Student and subject-specific difficulties
Examining the hypotheses of the study
The first hypothesis states that: There are no statistically significant differences at the level of significance (α=0.05) in
the difficulties faced by english teachers in e-learningdue to the change of place.
An independent sample T-Test test has been conducted to examine differences in the degree of use of e-learning by
teachers and the difficulties they face, and the following table presents the test results.
Table (6): Results of independent sample T-Test for differences in the degree of use of e-learning by teachers
and the difficulties they face are due to the change of place
Dimension
Place
Numbe
r
Arithme
tic
average
Standard
deviation
Level of
significance
Degree of use for e-
learning by teacher
West Bank
31
3.25
.630
.830
Occupied territories in
'48
19
3.71
.661
Hardware and software
West Bank
31
3.94
.784
.112

International Journal of Enhanced Research in Educational Development (IJERED) ISSN: 2320-8708, Vol. 10 Issue 1, Jan-Feb, 2022, Impact Factor: 7.326
Page | 6
difficulties
Occupied territories in
'48
19
3.02
1.079
Teacher-specific
difficulties
West Bank
31
3.62
.651
.070
Occupied territories in
'48
19
3.34
.911
Student and article
difficulties
West Bank
31
4.08
.618
.062
Occupied territories in
'48
19
3.42
1.058
Difficulties faced by
teachers in e-learning
West Bank
31
3.88
.506
.001
Occupied territories in
'48
19
3.30
.936
The previous table shows that there are no statistically significant differences at the level of significance (α=0.05) in
thedifficulties faced by english teachers in e-learningdue to the change of place in the areas of use of e-learning by the
teacher, difficulties for hardware and software, difficulties for the teacher, and difficulties for the student and the
subject as the table shows that there are differences of statistical significance in the field of statistics in the field. For
difficulties (difficulties faced by teachers in e-education), these differences were in favor of teachers in the West Bank
with aMean(3.88) compared to teachers in the Occupied Palestinian Territories and their arithmetic average (3.30).
The second hypothesis states that: There are no statistically significant differences at the level of significance
(α=0.05) in the difficulties faced by english teachers in e-learning attributable to the sex change.
An independent sample T-Test test has been conducted to examine differences in the degree of use of e-learning by
teachers and the difficulties they face, and the following table presents the test results.
Table (7): Results of independent sample T-Test results for differences in the degree of use of e-learning by
teachers and the difficulties they face are due to the gender
Domain
Gender
N.
M.
SD.
p-value
Degree of use for e-learning
by teacher
Male
7
3.64
.629
.555
Female
43
3.39
.680
Hardware and software
difficulties
Male
7
3.85
.814
.331
Female
43
3.55
1.033
Teacher-specific difficulties
Male
7
3.78
.941
.259
Female
43
3.47
.735
Student and subject-specific
difficulties
Male
7
3.97
.779
.705
Female
43
3.81
.884
Difficulties faced by
teachers in e-learning
Male
7
3.88
.752
.933
Female
43
3.63
.751
The previous table shows that there are no statistically significant differences at the level of significance (α=0.05) in the
difficulties faced by english teachers in e-learningattributable to the gender in the areas of use of e-learning by the
teacher and the overall area of difficulties (difficulties faced by teachers in e-learning) and its sub-areas.
The third hypothesis states that: There are no statistically significant differences at the level of significance
(α=0.05) in the difficulties faced by english teachers in e-learning due to the variable qualification.
The One Way Anova test was conducted to examine differences in the degree of use of e-learning by teachers and the
difficulties they face. The following table presents the test results.
Table (8): Results of the One Way Anova test for differences in the degree of use of e-learning by teachers and
the difficulties they face are due to the change in qualification
Dimension
Sum of
squares
DF
Mean
squares
F
p-value
Degree of use for e-
learning by teacher
Between groups
1.114
2
.557
1.240
.299
Within groups
21.111
47
.449
Total
22.225
49
Hardware and software
difficulties
Between groups
4.043
2
2.022
2.097
.134
Within groups
45.318
47
.964
Total
49.361
49

International Journal of Enhanced Research in Educational Development (IJERED) ISSN: 2320-8708, Vol. 10 Issue 1, Jan-Feb, 2022, Impact Factor: 7.326
Page | 7
Teacher-specific
difficulties
Between groups
.028
2
.014
.023
.978
Within groups
28.597
47
.608
Total
28.625
49
Student and subject-
specific difficulties
Between groups
5.086
2
2.543
3.785
.030
Within groups
31.581
47
.672
Total
36.668
49
Difficulties faced by
teachers in e-learning
Between groups
1.902
2
.951
1.746
.186
Within groups
25.609
47
.545
Total
27.512
49
It is clear from the table above that there are no statistically significant differences at the level of significance (α=0.05 )
in the difficulties faced by english teachers in e-learningattributable to the variable scientific qualification in the areas
of the use of e-learning by the teacher and the total area of difficulties (difficulties faced by teachers in e-learning) and
its sub-areas except in the area of difficulties of the student and the subject, has been conducted The LSD test for
remote differences shows the following table results of the analysis:
Table 9 Results of the LSD dimension test results for differences between participants in student and article
difficulties depending on the variable of scientific qualification
Qualification
Diploma
BA
MA & higher
Diploma
-.21198-
.48214
BA
.21198
.69412*
MA & higher
-.48214-
-.69412-*
From the previous table, it is clear that the differences came in favor of master's degree holders higher than the other
degree holders of diploma and bachelor's degree.
The fourth hypothesis states that: There are no statistically significant differences at the level of significance
(α=0.05) in the difficulties faced by english teachers in e-learning due to experience differences.
The One Way Anova test was conducted to examine differences in the degree of use of e-learning by teachers and the
difficulties they face, and the following table presents the test results.
Table (10) Results of the One Way Anova test for differences in the degree of use of e-learning by teachers and
the difficulties they face are due to the change in years of experience
Dimension
Sum of
squares
DF
Mean
squares
F
p-value
Degree of use for e-learning
by teacher
Between groups
1.238
2
.619
1.386
.260
Within groups
20.987
47
.447
Total
22.225
49
Hardware and software
difficulties
Between groups
6.874
2
3.437
3.802
.029
Within groups
42.487
47
.904
Total
49.361
49
Teacher-specific difficulties
Between groups
.443
2
.222
.370
.693
Within groups
28.182
47
.600
Total
28.625
49
Student and subject-specific
difficulties
Between groups
.731
2
.365
.478
.623
Within groups
35.937
47
.765
Total
36.668
49
Difficulties faced by
teachers in e-learning
Between groups
.742
2
.371
.651
.526
Within groups
26.770
47
.570
Total
27.512
49
It is clear from the table above that there are no statistically significant differences at the level of significance (α=0.05)
in the difficulties faced by english teachers in e-learning due to the change of years of experience in the areas of the use
of e-learning by the teacher and the overall area of difficulties (difficulties faced by teachers in e-learning) and its sub-
areas except in the area of difficulties related to hardware and software, and has been conducted. The LSD test for
remote differences shows the following table results of the analysis:

International Journal of Enhanced Research in Educational Development (IJERED) ISSN: 2320-8708, Vol. 10 Issue 1, Jan-Feb, 2022, Impact Factor: 7.326
Page | 8
Table 11 Results of the LSD Dimension Difference Test for Differences between Participants in Hardware and
Software Difficulties Depending on The Years of Experience Variable
Experience
0-5 years
6-10 years
10 years and older
0-5 years
-.11090
-.76864-*
6-10 years
.11090
-.65774-
10 years and older
.76864*
.65774
From the previous table, it is clear that the differences came in favor of those with experience from 10 years or more
compared to those with fewer years of experience.
CONCLUSION
The current study aimed to reveal the degree of use of e-learning by teachers in the West Bank and the Occupied
Palestinian Territories and the difficulties they face in the teaching process. It was found through the study that teachers
use e-education to a large extent, as found in the Study of Hamada, Al-Ghasab (2018) and Rumi (2017). The preceding
iscontrary to the findings of the Al-Subai'i study (2017). Al-Subai'ifound a low degree of teachers' use of e-learning.
Teachers also face significant difficulties in e-learning, according to the Rumi Study (2017) and the Kearns Study,
2012). These difficulties are largely linked to the inputs of the educational process represented by hardware and
software, teacher, student, and subject. The difficulties related to the student and the subject ranked first contrary to the
findings of the study of Al-Subai'i (2017) and Al-Harsh, Mufleh, and Fat (2010). Theirresults showed that difficulties
related to hardware and software are the most difficult for teachers in e-learning.It was also found that there were no
differences in the degree of use of e-learning by teachers and the difficulties they faced due to the sex change, while
there were differences attributable to the change in space for West Bank teachers. Furthermore, there were differences
associated with the variable of scientific qualification in the area of difficulties related to the student and the subject. In
addition, there were differences in hardware and software difficulties for those with 10 years and more consistent
experience and the findings of the Al-Subai'i study (2017) and the study of Hamada and Al-Ghasab (2018).
RECOMMENDATIONS
In light of the results of the study, the researchersrecommend:
1. Reduce the burdens and requirements teachers have to do to give them more time to focus on e-learning.
2. The Ministry of Education and non-governmental institutions concerned with education must agree and the
Ministry of Communications to provide internet for all homes at affordable prices to suit the needs of students
for e-learning.
3. The Ministry of Education can bid for the supply of electronic devices to be sold to students at affordable
prices and train them in e-learning and skills.
4. Conduct a study on the adequacy of teachers related to e-education and what they need to raise the level of
their proficiency.
BIBLIOGRAPHY
[1]. Abu Shakur, N. (2017). Educational studies. i1, Al-Mu'taz Publishing and Distribution House, Amman,Jordan.
[2]. Abu Shoaib, W. (2020). Crises and solutions for e-learning in Palestine. Journal of Studiesin the Humanities and
Social Sciences, Center for Human Resources Research and Development - Spears, 3 (4), 405-430.
[3]. Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ Perception of Online Learning during
COVID-19 Pandemic: A Case Study on the English Students of STKIP PamaneTalino. Soshum: JurnalSosial dan
Humaniora, 10(2), 225-235.
[4]. Ahmed, R. (2012). Employing e-learning to achieve quality standards in the educational process, Arab Journal of
Quality Assurance of University Education, Volume 5, Issue (9).
[5]. Al-Harsh, A., Mufleh, M., and Fat, M. (2010). Barriers to the use of the e-learning system from the point of view
of secondary school teachers in the Football Brigade. Jordanian Journal of Educational Sciences, 6(1), 27-40.
[6]. Al-Shirahan, P. (2014) Open education and distance education in the Arab world: Towards Development and
Creativity, 14th Conference of Ministers in Charge of Higher Education, Gulf University of Science and
Technology - Kuwait.
[7]. Al-Subai'i, A. (2017). The reality of using e-learning in teaching English in the middle school in Taif. Journal of
Scientific Research in Education, Ain Shams University, 18(2), 399-424.
[8]. Amer, T.A. (2015). Education and e-education. Second Arabic Edition, Al Yazuri Scientific Publishing and
Distribution House, Amman, Jordan.
[9]. Andersson, A. (2008). Seven major challenges for e-learning in developing countries: Case study eBIT, Sri
Lanka. International journal of education and development using ICT, 4(3), 45-62.

International Journal of Enhanced Research in Educational Development (IJERED) ISSN: 2320-8708, Vol. 10 Issue 1, Jan-Feb, 2022, Impact Factor: 7.326
Page | 9
[10]. Beaven, T., Emke, M., Ernest, P., Germain-Rutherford, A., Hampel, R., Hopkins, J., ... & Stickler, U. (2010).
Needs and challenges for online language teachers-the ECML project DOTS. Teaching English with Technology:
A Journal for Teachers of English, 10(2), 5-20.
[11]. Bsharat, T.R., &Barahmeh, M.Y. (2020). The Influence of Applying Educational Active Drama in Enhancing
Speaking Skills in Teaching-Learning English Language: A Theoretical Response. Technium Social Sciences
Journal, 14, 10-32.
[12]. Bsharat, T.R., &Behak, F. (2021). The Impact of Microsoft Teams’ App in Enhancing Teaching-Learning English
during the Coronavirus (COVID-19) from the English teachers’ perspectives’ in Jenin city. Malaysian Journal of
Science Health & Technology, 7(Special Issue).
[13]. Bsharat, T.R., &Behak, F. (2021). The Insights of Using Creative Drama in Learning Speaking Skills for the 7th
graders in Jenin city: A case study. Elementary Education Online, 20(5), 37-51.
[14]. Carpenter, G. (2006). Educational transformations to connect Arab schools to the IT network. Al-Resala
Magazine, Academic Institute for the Preparation of Arab Teachers, 14, 32-68.
[15]. Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal
of Learning Design, 10(1), 20-30.
[16]. Hamada, A., and Al-Ghasab, G. (2018). English teachers practice e-learning skills in Kuwait. International
Journal of Educational and Psychological Studies, Ravad Center for Studies and Research, 4(2), 237-251.
[17]. Hanawi, M, Najm, R. (2019). The readiness of teachers of the first basic stage in public schools in the Nablus
Education Directorate to employ e-learning "efficiency, trends and obstacles". Journal of the Arab American
Research League, 5(2), 102-138.
[18]. Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. Journal of Online
Learning and Teaching, 8(3), 198.
[19]. Mufleh, M. (2010). The extent to which the Internet is used in education by teachers and teachers of Irbid II
education and its limitations, Damascus University Magazine, Mg26, P4.
[20]. Rumi, A. (2017). Barriers to the use of the interactive e-book of the English course developed for all stages of
general education from the point of view of teachers and proposed solutions in Zulfi province. Journal of
Scientific Research in Education, 18(3), 417-445.
[21]. Sabah, J, Hadzelax, W, Farhana, Y, Najdi, R. (2020). E-learning and ICT in education in Palestinian schools:
towards 21st century skills. Palestinian Journal of Open Education and E-Learning, 14, 1-16.
[22]. Setyawan, C., &AryatiPrasetyarini, M. P. (2020). Challenges on Teaching Online English Subject in SMK Negeri
1 Nawangan (Doctoral dissertation, University of Muhammadiyah Surakarta).
[23]. Stake, M. (2020). Distance education in Arab schools: between reality and hope in the time of the Corona. Article
published on Arab 48 on April 8, 2020. Entry date: 14/12/2020, 8:30.
[24]. Who. (2019). Covid-19 covid virus. Recovered from: https://www.who.int/ar/emergencies/diseases/novel-
coronavirus-2019. Entry date: 14/12/2020, 8:45.
[25]. Wolves, Zamil. (2010): Active learning towards an effective educational philosophy, Curriculum Publishing and
Distribution House, Oman. Jordan.