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This study aimed to reveal the challenges that facing the students of the Faculty of Educational Sciences at Jerash University during the distance learning process from their point of view, and to achieve the objectives of the study, the researchers designed a questionnaire consisting of (25) items, which were distributed to the study sample, which numbered (341), student and student. They were randomly selected from the study population, and after performing the necessary statistical treatments, the results showed that the technical and technological challenges during the distance learning process came first , The results also showed that some specialization subjects are not suitable for the distance learning process, “and that distance education has an impact on the absence of interaction and direct communication between a faculty member and students” and weakens the ability to communicate with students accurately.” In addition, “the Internet is usually slow "and that the students need more psychological support during the distance learning process", and the results also showed that there were statistically significant differences at the significance level )a = 0.05).
The results also showed that there were statistically significant differences at the level of significance )a= 0.05)due to the effect of gender in all fields and in the total degree except for evaluation challenges, and the differences came in favor of females. As well as the presence of statistically significant differences at the level of significance )a= 0.05) between the bachelor's program on the one hand and both the higher diploma and the master's degree on the other hand, and the differences came in favor of the bachelor in the challenges of the learning environment during the distance learning process, and the challenges of technology and technology and emotional challenges, as well as in Assessment challenges between the bachelor's program and the higher diploma, and for the benefit of undergraduate students.
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