Fadi R. Shahroury
Electronic learning (e-learning) has gained the interest of both academics and practitioners for many years and has been widely applied in many countries. Various educational bodies have made several attempts at e-learning. However, these attempts remain as a supplement to traditional face-to-face learning. The COVID-19 has had an extensive impact on the global higher education sector. Initial responses in many countries were focused on the delivery of online lectures to students who were unable to attend their normal lectures and laboratories due to different strategies of social distancing, quarantine, and lockdown. Faculties rushed to convert curriculum to online material, deliver online lectures and figure out appropriate assessment tools, mindful of the existing infrastructure and the uncertainty surrounding this epidemic. This article analyses the application of e-learning in the engineering faculty at Princess Sumaya University for Technology (PSUT) in Jordan. It is one of the first studies to explore the application of e-learning in electronics engineering courses during the COVID-19 epidemic in a developing country context. The results demonstrate that the use of the flipped classroom strategy helped to overcome the challenges associated with e-learning of the Electronics II course and maintain an overall performance that is consistent with previous performance results. A number of theoretical and managerial implications for higher education institutions were also identified.