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Student Insights on Navigating Virtual Learning Environments during Environmental Crises

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Title: Student Insights on Navigating Virtual Learning Environments during Environmental Crises
Language: English
Authors: Semiyu Adejare Aderibigbe (ORCID 0000-0002-1155-1348), Maher Omar, Hussein Elmehdi (ORCID 0000-0002-8536-190X), Laura Colucci-Gray, Khaled Hamad (ORCID 0000-0002-8110-1115), Abdallah Shanableh (ORCID 0000-0002-9808-4120), Hussain AlOthman, Wiam Elshami, Mohamed Hassan Taha
Source: Open Education Studies. 2026 8(1).
Availability: De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Electronic Learning, Crisis Management, COVID-19, Pandemics, Educational Change, Undergraduate Students, Medical Education, Science Education, Social Sciences, Foreign Countries, Student Characteristics, Student Experience, Emergency Programs, Student Needs, Graduate Students
Geographic Terms: United Arab Emirates
DOI: 10.1515/edu-2025-0128
ISSN: 2544-7831
Abstract: Recent environmental emergencies, such as pandemics and floods, compel educational institutions to switch to Virtual Learning Environments (VLEs) rapidly. However, ongoing research is crucial to improving strategies for managing teaching and learning in such dynamic situations. This study examines students' experiences at a semi-private university in the United Arab Emirates (UAE) during the COVID-19 shift to VLEs. Using a mixed-methods approach, we surveyed undergraduate students grouped into three disciplinary fields -- medical, science, and social sciences -- for easier analysis. Quantitative data were analyzed using descriptive statistics and structural equation modeling (SEM), while qualitative responses were analyzed inductively to identify themes, with some quantified and presented graphically. Results show that a notable proportion of respondents prefer flexible learning models post-crisis. Male students engaged more with VLE tools, while female students faced greater challenges, highlighting the need for targeted support. Social sciences students utilized VLE tools more extensively despite facing greater transitional difficulties. Key conditions enabling a sustainable, smooth transition to VLEs included sound pedagogy, reliable internet access, active student engagement, and attention to mental health. These results highlight the need for flexible delivery models, robust digital infrastructure, and inclusive support services to ensure effective VLEs in future emergencies.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507420
Database: ERIC
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  Data: Student Insights on Navigating Virtual Learning Environments during Environmental Crises
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  Data: <searchLink fieldCode="AR" term="%22Semiyu+Adejare+Aderibigbe%22">Semiyu Adejare Aderibigbe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1155-1348">0000-0002-1155-1348</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maher+Omar%22">Maher Omar</searchLink><br /><searchLink fieldCode="AR" term="%22Hussein+Elmehdi%22">Hussein Elmehdi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8536-190X">0000-0002-8536-190X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Colucci-Gray%22">Laura Colucci-Gray</searchLink><br /><searchLink fieldCode="AR" term="%22Khaled+Hamad%22">Khaled Hamad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8110-1115">0000-0002-8110-1115</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abdallah+Shanableh%22">Abdallah Shanableh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9808-4120">0000-0002-9808-4120</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hussain+AlOthman%22">Hussain AlOthman</searchLink><br /><searchLink fieldCode="AR" term="%22Wiam+Elshami%22">Wiam Elshami</searchLink><br /><searchLink fieldCode="AR" term="%22Mohamed+Hassan+Taha%22">Mohamed Hassan Taha</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Open+Education+Studies%22"><i>Open Education Studies</i></searchLink>. 2026 8(1).
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  Data: De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
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  Data: 19
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Crisis+Management%22">Crisis Management</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Emergency+Programs%22">Emergency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Arab+Emirates%22">United Arab Emirates</searchLink>
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  Data: 10.1515/edu-2025-0128
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  Data: 2544-7831
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Recent environmental emergencies, such as pandemics and floods, compel educational institutions to switch to Virtual Learning Environments (VLEs) rapidly. However, ongoing research is crucial to improving strategies for managing teaching and learning in such dynamic situations. This study examines students' experiences at a semi-private university in the United Arab Emirates (UAE) during the COVID-19 shift to VLEs. Using a mixed-methods approach, we surveyed undergraduate students grouped into three disciplinary fields -- medical, science, and social sciences -- for easier analysis. Quantitative data were analyzed using descriptive statistics and structural equation modeling (SEM), while qualitative responses were analyzed inductively to identify themes, with some quantified and presented graphically. Results show that a notable proportion of respondents prefer flexible learning models post-crisis. Male students engaged more with VLE tools, while female students faced greater challenges, highlighting the need for targeted support. Social sciences students utilized VLE tools more extensively despite facing greater transitional difficulties. Key conditions enabling a sustainable, smooth transition to VLEs included sound pedagogy, reliable internet access, active student engagement, and attention to mental health. These results highlight the need for flexible delivery models, robust digital infrastructure, and inclusive support services to ensure effective VLEs in future emergencies.
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        Value: 10.1515/edu-2025-0128
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      – Text: English
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        PageCount: 19
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Electronic Learning
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