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Learning and Teaching via Digital Education Platforms during the Coronavirus Pandemic, Covid-19 Students’ and Faculty Members’ Perspective, Helwan University (Obstacles, Solutions)

: The aim of this research was to identify the students and faculty member’s perspective on the digital education or E-learning experience (using E-platforms) during the Coronavirus pandemic. The researcher used the descriptive method, Data was collected from 440 students and 120 faculty members from faculty of physical education, Helwan university. The results of the research revealed that students and faculty members are disadapted to E-learning/teaching (online platforms/e-platforms), and they are dissatisfied with this online experience (teaching/learning via e-platforms), and that educational attainment through the use of digital education platforms is more difficult, and that learning through the digital learning environment leads to poor participation and interaction with colleagues compared to face-to-face learning (traditional education), and encountered technical problems with the platforms provided by universities (connecting to the platform, signal loss, delayed viewing of messages, the sound was not clear), and difficulty of work as a result of the practical tasks of the courses that require the presentation of the practical part of the subject/course were not suitable for the Internet environment.


Introduction
All over the world, education is undergoing substantial changes in the wake of rapid technological developments. As our world is becoming ever more digitized, the educational sector is increasingly infused with digital games, apps, websites, social media, and learning environments. The Covid-19 pandemic, and associated measures of social distancing universities and school closures all over the world, have accelerated this digitization, triggering an urgent need for critical, up-close scrutiny of how this digitization is reshaping the worlds of education. Over the last years, such platforms have become progressively prevalent, and both global and local technology companies have become omnipresent providers of such platforms, in private as well as in in public education [8] [19].
Furthermore, the worldwide growth and ubiquity of digital education platforms has greatly accelerated since the outbreak of the Covid-19 pandemic and the associated newly emerging 'emergency pedagogies' that needed to be devised, often with help of both existing and newly developed digital education platforms [5][10] [21].
Previous studies show that E-learning offers many benefits for students because this type of learning involves student-centeredness, it is more flexible [6], and it can also improve interaction with students by providing asynchronous and synchronous tools such as e-mail, forums, chats, videoconferences [3,11]. However, when using E-learning platforms there are also some elements that might be considered obstacles in students' process of learning, such as decreased motivation in students, delayed feedback or help due to the fact that teachers and faculty members are not always available at the time students may need help while learning, or feelings of isolation due to lack of physical presence of classmates [22]. According to the aspects mentioned above the researcher believe that the transition to exclusive E-learning can highly affect the educational process and students' and faculty members' perception about the use of the online environment in the process of teaching and learning, and these ideas stand at the basis of this research. The researcher considered it important, relevant, and necessary to analyze whether students and faculty members have adapted to E-learning (online platforms/e-platforms) and whether they are satisfied rather than dissatisfied with this exclusive online experience. Finally, despite the steady rise and ubiquity of digital education platforms, however, educational research that adopts analytical study to teaching/learning digital in terms of obstacles and solution to such platforms is still limited [13] [15][19] [20]. Hence the idea of this study To determine the reality Digital Learning and E-platforms of the educational process and to explain the reasons that lead to the inability or inability of students and faculty members to manage and organize study subject programs in an effective manner during the educational process, with the researcher to develop some guidance or solutions that can be followed to manage and organize study subject programs in a way effective, and thus help workers and those on the educational process in general to know the needs of students and faculty members and then, according to the results of the study can help in good planning and preparing for the sports programs and subject curricula and implemented based on Scientific results.

Research Aims:
The aim of the research is to identify the student's and faculty member's perspective on the digital education or E-learning experience (using Eplatforms) during the Coronavirus pandemic in order to improve and strengthen the E-learning system, with the development of solutions that can be followed to manage and organize Eplatforms (learning online) in an effective manner (from the researcher's point of view).

Research Questions:
1-What are the obstacles of online learning facing the students during their using E-platforms?
2-What are the obstacles of online teaching facing the faculty members during their using Eplatforms?
3-What guidance or solutions can be used to effectively of online learning/teaching (using Eplatforms)?

Method:
The researcher used the descriptive method in the survey method in order to suit the nature, objectives and research questions.

Society and Research Sample:
The population for the study was selected in a non-probabilistic way (The research sample was chosen randomly) and was comprised of 440 students, 120 faculty members from faculty of P.E for girls, University of Helwan in 2020/2021 from total of 2006 female students and 212 faculty members, The average age of faculty members sample was 38.41, with Std. deviation of 11.25, and the average years of experience was 11.59, with Std. deviation of 4.25, and the average age of the students research sample was 20.94, with Std. deviation of 2.04.

1-Interview:
Interviews were conducted with some students and faculty members in order to collect the data that can be used to develop a general overview of the design of the questionnaire.

2-Questionnaire:
Design of an open questionnaire: (Appendix 1) The questionnaire included one open question to both students and faculty members: -What are the obstacles of online learning that you face during using Eplatforms? (the problems and obstacles during using digital education platforms from students' perception) -What are the obstacles of online teaching that you face during using Eplatforms? (the problems and obstacles during using digital education platforms from faculty members' perception) In order to identify all the problems related to the obstacles of online learning/teaching facing the students and faculty members during their using E-platforms. Open Questionnaire: The open questionnaire was presented to 30 students, 20 faculty members from faculty of P.E for girls, University of Helwan. (problems) related to the obstacles to learning/teaching via the Internet during using E-platforms, The researcher found that the sum/total of these vocabulary/phrases or problems are represented in the following axes or obstacles (for both students and faculty members forms): • -Programs and courses.
• -The nature of education/teaching.
• -The nature of communications and capabilities "physical, human, network, spatial". journal of Theories and Applications of physical aeducation sport sciences Programs and courses 5 100 % 2 The nature of education/teaching 5 100 % 3 Knowledge, information and concepts 5 100 % 4 Sharing, interaction and collaboration 5 100 % 5 The nature of communications and capabilities "physical, human, network, spatial"  [1,2,4,7,9,12,14,16,17,18], the researcher developed a number of vocabulary/phrases that reflects the problems of handicaps of online learning/teaching that facing the students and faculty members during their using E-platforms, the number of problems related to students were in the initial image (40) problem spread over a number (5) axes, , while the number of problems related to faculty members in its initial form was (28) problems distributed over (5) axes, as shown in tables 2,3(appendix 6).

Questionnaire application:
The questionnaire was applied to the basic study sample of (440) students and (120) faculty members, from December 29, 2020 to January 15, 2021. The number of problems related to students were in the final form image (38) problem spread over a number (5) axes, while the number of problems related to faculty members in its final form was (26) problems distributed over (5) axes, as shown in table (4,5) and appendix (2,3). Table (

Number of Vocabulary/phrases (problems)
1 Programs and courses 7 2 The nature of education/teaching 12 3 Knowledge, information and concepts 3 4 Sharing, interaction and collaboration 3 5 The nature of communications and capabilities "physical, human, network, spatial" 13 Total 38 journal of Theories and Applications of physical aeducation sport sciences

Number of Vocabulary/phrases (problems)
1 Programs and courses 6 2 The nature of education/teaching 6 3 Knowledge, information and concepts 3 4 Sharing, interaction and collaboration 3   5 The nature of communications and capabilities "physical, human, network, spatial" 8 Total 26 Results and Discussion The practical tasks of the courses that require the presentation of the practical part of the subject/course were not suitable for the Internet environment (there are difficulties when teaching practical courses through digital learning platforms) 1 85.4% 18.47 There is a weakness in training programs that aim to help faculty members reshape and adapt their teaching style and the way they interact with students in the online environment. Teaching via digital education platforms helps increase the experience of a faculty member when preparing electronic educational materials 5 71.5% 13.87 I find it difficult to convert a paper course into an electronic 6 The nature of education/teaching: Teaching through digital education platforms helps in the multiplicity and diversity of means of communication between a faculty member and students 26 The value of Chi-Squar at a significance level of 0.05 = 5.991 It is clear from Table (7) the statistical characterization of the responses of the student research sample about the reality of online learning while using electronic platforms, that the value of Chi-Squar is statistically significant for all questionnaire items.
As for the first question, which states: What are the obstacles of online learning facing the students during their using E-platforms? Where the answer is clear by discussing the following: It is seen from the table (6) that the students research sample on the axis of (Programs and courses) phrases views ranged percentage of them between 14.1%: 90.4% in the two phrases/statements (3,5), respectively. and the axis of (The nature of education/teaching) phrases views ranged percentage of them between 7.4%: 75.4% in the two phrases/statements (17,8), respectively. and the axis of (Knowledge, information and concepts) phrases views ranged percentage of them between 74.8%: 96.5% in the two phrases/statements (20,21), respectively. and the axis of (Sharing, interaction and collaboration) phrases views ranged percentage of them between 40.8%: 84.6% in the two phrases/statements (24,25), respectively. and the axis of (The nature of communications and capabilities "physical, human, network, spatial") phrases views ranged percentage of them between 4.1%: 89.8% in the two phrases/statements (38,28), respectively. And in general, phrases/statements that whose percentage is higher than 75% are the words/phrases/statements (5,7,8,21,22,25,26,28,29) where the percentage came from 75.4 % : 96.5 % . This refers to the difficulty of learning as a result of that submitting projects, requirements, and assignments via E-platforms is more difficult in a digital education environment, as it indicates that preparing assignments and study requirements for courses takes more time according to the sample responses 90.4%, and that educational attainment through the use of digital education platforms is more difficult 74.8%, and that learning through the digital learning environment leads to poor participation and interaction with colleagues compared to face-to-face learning (traditional education) 84.6%. Larger number of students mention that online learning is much more difficult than offline learning, and that processing information is more difficult in the E-learning system, and presenting seminar projects online is more difficult in the online environment. Students consider that the most appropriate way to carry out the teachinglearning process is the traditional method, face to face.. Students who responded to the questionnaire believe that exclusively online learning does not have beneficial effects on assimilating and processing information 74.8%, that it is more difficult to study and be focused online, and that teaching is also harder 78.3%. Furthermore, students also consider that presenting seminar projects is harder online 79.5%. This study is in line with other studies. (Claudiu et al., 2020; Galy et al., 2011;Tagoe, 2012) [4,9,18] which suggest that students consider that the online educational process has less value than the traditional process.
As for the second question, that states: What are the obstacles of online teaching facing the faculty members during their using E-platforms? Where the answer is clear by discussing the following: It is seen from the table (7) that the faculty members research sample on the axis of (Programs and courses) phrases views ranged percentage of them between 71.5%: 92.7% in the two phrases/statements (6,1), respectively. and the axis of (The nature of education/teaching) phrases views ranged percentage of them between 11.5%: 84.7% in the two phrases/statements (8,10), respectively. and the axis of (Knowledge, information and concepts) phrases views ranged percentage of them between 52.3%: 84.6% in the two phrases/statements (14,15), respectively. and the axis of (Sharing, interaction and collaboration) phrases views ranged percentage of them between 16.2%: 35.4% in the two phrases/statements (18,17), respectively. and the axis of (The nature of communications and capabilities "physical, human, network, spatial") phrases views ranged percentage of them between 14.1%: 85.9% in the two phrases/statements (24,23), respectively. And in general, phrases/statements that whose percentage is higher than 75% are the words/phrases/statements ( [4,7,9,12,14,18] which suggest that the traditional method in which faculty members used to deliver the practical part of the subject/course was no longer suitable for the online environment. Thus, because they did not manage to rapidly adapt and come up with solutions, faculty members created confusion and uncertainty among students. As for the third question, that states: What guidance or solutions can be used to effectively of online learning/teaching (using E-platforms)? Where the answer is clear through guidances, instructions or solutions the following: (Appendix 4) -The multiplicity and diversity of communication means between students and faculty members through the platforms. -Providing a greater opportunity for students to view lessons and courses through the platforms. -Providing tablets for students to enable them enter the platforms.
-The teaching style of the faculty members should be flexible to conform the new educational situation. -Providing courses or seminars for students on how to use the platforms.
-Providing programs and courses on how faculty members design Ecourses.
-Providing programs and courses on how to convert a paper course/book into an electronic course. Based on the foregoing, in order for the teaching process to efficiently take place online, a balance between theory and practical tasks, as well as assigning tasks according to the amount of available time students have is necessary. Conclusions journal of Theories and Applications of physical aeducation sport sciences -Students and faculty members are disadapted to E-learning/teaching (online platforms/e-platforms) -Students and faculty members are dissatisfied with this online experience (teaching/learning via e-platforms).
-Educational attainment through the use of digital education platforms is more difficult.
-Learning through the digital learning environment leads to poor participation and interaction with colleagues compared to face-to-face learning (traditional education).
-Encountered technical problems with the platforms provided by universities (connecting to the platform, signal loss, delayed viewing of messages, the sound was not clear).
-Difficulty of work as a result of the practical tasks of the courses that require the presentation of the practical part of the subject/course were not suitable for the Internet environment.

Recommendations
-Remodel and adapt faculty members' teaching style and the way they interact with students to the online environment through programs, training courses, forums and seminars.
-Maintaining balance between theory and practical tasks -Assigning tasks (or homework) according to the amount of available time students have is necessary -Improve and optimize the process of online teaching and learning.
-Improving faculty members' and students' technical skills in relation to E-platforms.
-Developing faculty members' training programs in relation to Eplatforms.