Bringing Science to the Periphery Through Distance Learning: Barriers and Opportunities
Abstract
:1. Introduction
1.1. The Educational Challenge in the Periphery
1.2. The Potential and Challenges of Distance Learning
2. Methodology
2.1. Research Questions
2.2. Research Field
2.3. Data Collection and Analysis
3. Results
3.1. Findings Relating to RQ1
3.2. Teachers’ Attitudes Towards Distance Learning in 2018–2019
3.3. Students’ Attitudes Towards Distance Learning in 2018–2019
3.4. Findings Relating to RQ2
3.5. Findings Relating to RQ3
3.6. Changes in Attitudes Towards Distance Learning in 2020
- Small student numbers: Principals highlighted that the small number of school students poses a challenge. If many tracks are opened, insufficient students will populate them.
- Limited teaching positions: Principals expressed concern that opening local or regional tracks may further reduce teacher employment percentages, creating challenges in teacher employment and the overall teaching composition in the school.
- Student dropout from a matriculation program during remote learning may hinder their ability to complete their matriculation certificate.
- Geographical isolation and accessibility: The principals identified geographical isolation, distance from science centers, and lack of accessibility as significant barriers.
4. Discussion
5. Conclusions
6. Research Limitations and Future Studies
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. Questionnaires
Appendix A.1. Questionnaire for School Principals and Education Department Heads
- 5.
- Background Information (Education Department Manager):
- How many high schools are there in the city/council?
- How many students are there in grades 10–12?
- In which grade do specialization studies begin?
- How many teachers are there in science and technology subjects?
- What matriculation subjects are available in the locality/council?
- By schools? By the number of students?
- What are the success rates in the various specializations?
- 6.
- What educational advantages does the school/locality/council enjoy due to its location?
- 7.
- What educational advantages does the school/council enjoy due to the small number of students?
- 8.
- What are the strengths of the school/locality/council in terms of education?
- 9.
- Are there educational centers in the locality (e.g., science center, museum, Matḥa (Open University) branch)? What is their impact?
- 10.
- What is the educational vision of the council?6.a What factors influence/influenced the determination of the educational vision?6.b Which matriculation subjects would you like to open but cannot?
- 11.
- What are the considerations for opening additional matriculation subjects?
- 12.
- What enabled you to open unique specializations (e.g., unique teacher, proximity and access to the desert, collaborations)?
- 13.
- What are the barriers to opening matriculation subjects?
- 14.
- (Circle the appropriate factors and provide an explanation)
- Minimum number of students required to open a specialization?
- Lack of a teacher to lead the specialization?
- Low chances of success in the specialization?
- Lack of infrastructure (labs, computers) for the specialization?
- Other reasons?
- 15.
- Are there barriers to teachers’ professional development?
- Lack of available training?
- Distance and travel time to training centers?
- Other reasons?
- 16.
- Is there use of computers for local educational purposes at the school? In what way?
- 17.
- What needs to happen for a digitalized specialization to be opened?
- Is there use of communication tools for learning? In what way?
- 18.
- What type of support is required for teachers and students to use digital learning spaces? (Circle the appropriate answer and provide an explanation)
- Technical support
- Professional mentoring
- Training
- Other?
- 19.
- How do you view the possibility of opening regional digital matriculation classes?
Appendix A.2. Student Questionnaire—Expanding the Range of Study Programs in the South Through Distance Learning
- 20.
- I would like more study tracks to be opened—(q1_1)
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 21.
- Students should be encouraged to enroll in regional scientific matriculation tracks (not held at the school)—(q1_2)
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 22.
- Indicate your agreement with the following statement: “If I had the option, I would choose a regional online matriculation class instead of an additional track at my school” (q2)
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 23.
- A student interested in participating in distance learning receives full support from the school and administration, including a computer and internet connection (q3_1)
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 24.
- A student interested in participating in distance learning receives full support from the school and administration, including late transportation to their locality (q3_2)
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 25.
- A student interested in participating in distance learning receives full technical support from the school and administration (q3_3)
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- Performance Expectancy
- Effort Expectancy
- Social Influence
- Facilitating Conditions
- 26.
- I find the distance learning system useful for me—q4_1)
- 27.
- Using the distance learning system will improve my chances of obtaining a quality matriculation certificate—(q4_2)
- 28.
- I believe that using the distance learning system will allow me to learn at a faster pace—(q4_3)
- 29.
- I estimate that I will easily reach a good level of proficiency in using distance learning—(q4_4)Rate this on a scale of 1 to 5, where 1 = Strongly Disagree and 5 = Strongly Agree.
- 30.
- I estimate that I will find the distance learning system easy to use—(q4_5)Rate this on a scale of 1 to 5, where 1 = Strongly Disagree and 5 = Strongly Agree.
- 31.
- I estimate that I will easily learn how to use the distance learning system—(q4_6)Rate this on a scale of 1 to 5, where 1 = Strongly Disagree and 5 = Strongly Agree.
- 32.
- My friends think I should use the distance learning system—(q4_7)Rate this on a scale of 1 to 5, where 1 = Strongly Disagree and 5 = Strongly Agree.
- 33.
- Generally, the school management supports the use of distance learning—(q4_8)Rate this on a scale of 1 to 5, where 1 = Strongly Disagree and 5 = Strongly Agree.
- 34.
- I own a smartphone (a smart mobile phone that allows internet browsing)—q5_1
- Yes
- No
- 35.
- I have a computer at home with an internet connection—q5_2
- Yes
- No
- 36.
- At the school where I study, there are computers with internet access that I can use for learning—q5_3
- Yes
- No
- 37.
- Browsing the internet—q6_1
- Several times a day
- At least once a day
- Several times a week
- Several times a month
- Rarely
- 38.
- Using apps (applications) on a mobile phone—q6_2
- Several times a day
- At least once a day
- Several times a week
- Several times a month
- Rarely
- 39.
- Searching for information using search engines (e.g., Google)—q6_3
- Several times a day
- At least once a day
- Several times a week
- Several times a month
- Rarely
- 40.
- Using social networks (e.g., Facebook/Instagram)—q6_4
- Several times a day
- At least once a day
- Several times a week
- Several times a month
- Rarely
- 41.
- Chatting through messaging apps (e.g., WhatsApp)—q6_5
- Several times a day
- At least once a day
- Several times a week
- Several times a month
- Rarely
- 42.
- Please specify the study tracks you are currently enrolled in:—q7_1, q7_2, q7_3
- ________________
- ________________
- ________________
- 43.
- Please specify the study tracks you wish to enroll in:—q8_1, q8_2, q8_3
- ________________
- ________________
- ________________
- 44.
- Please specify the study tracks you would like to enroll in, but which are not available at your school:—q9_1, q9_2, q9_3
- ________________
- ________________
- ________________
- 25a.1 Compared to classroom learning, I learn better in synchronous distance learning:1. Strongly disagree 2 3 4 5. Neutral Strongly agree99 Don’t know/unsure
- 25a.2 Compared to classroom learning, I learn more easily in synchronous distance learning:1. Strongly disagree 2 3 4 5. Neutral Strongly agree99 Don’t know/unsure
- 25a.3 Compared to classroom learning, I understand the material better in synchronous distance learning:1. Strongly disagree 2 3 4 5. Neutral Strongly agree99 Don’t know/unsure
- 25b. During the COVID-19 period, learning took place in the following ways:
- Learning the entire week according to the regular class schedule.
- Learning through synchronous lessons (a situation where students and teachers are present at the same time, e.g., via Zoom).
- Learning through asynchronous lessons (a situation where learning activities between teachers and students do not occur simultaneously, e.g., via email).
- Learning in a flipped classroom (students study new material independently before the lesson, often via video, and then practice or complete tasks with the teacher during class time).
- Mother tongue:—q10
- Hebrew
- Arabic
- Russian
- English
- Other: ____________
- 45.
- Sector:—q11
- Secular Jewish
- Religious Jewish
- Christian Arab
- Muslim Arab
- Bedouin Arab
- Druze
- Other: ____________
- 46.
- I am currently in grade:—(q12_1)
- Residential area:—q13
- Central Arava Regional Council
- Ar’arat an-Naqab Regional Council
- Tamar Regional Council
- Yeruham
- Arad
- Ramat Negev Regional Council
- Mitzpe Ramon
- Hevel Eilot Regional Council (Southern Arava)
- Segev Shalom
- Hura
- Neve Midbar Regional Council
- Other: ____________
Appendix A.3. Questionnaire for Teachers: Expanding the Range of Study Programs in the South Through Distance Learning
- 34a. How often do you engage in the following activity:
- Several times a day
- At least once a day
- Several times a week
- Several times a month
- Rarely
- 34b. I have the necessary infrastructure at home for remote teaching during the COVID-19 period—q17
- Yes
- No
- 34c. Most of my students have the necessary infrastructure at home for remote learning during the COVID-19 period—q18
- Yes
- No
- 34d. The lack of computers and internet access in students’ homes is a barrier to opening new study programs for matriculation subjects through distance learning during the COVID-19 period—q19
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 34e. The school administration supported the transition to distance learning during the COVID-19 period—q20Rate this on a scale of 1 to 5, where1 = Strongly disagree, 5 = Strongly agree, 11 = Don’t know/unsure.
- 34f. The transition to distance learning was easy and simple during the COVID-19 period—q21Rate this on a scale of 1 to 5, where1 = Strongly disagree, 5 = Strongly agree, 11 = Don’t know/unsure.
- 34g. Distance learning is as effective as face-to-face learning during the COVID-19 period—q22Rate this on a scale of 1 to 5, where1 = Strongly disagree, 5 = Strongly agree, 11 = Don’t know/unsure.
- 34h. I feel the need to specialize in teaching remotely during the COVID-19 period—q23Rate this on a scale of 1 to 5, where1 = Strongly disagree, 5 = Strongly agree, 11 = Don’t know/unsure.
- 47.
- Study programs should be closed to increase the success rate in matriculation exams—q1_1
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 48.
- Additional study programs should be opened to increase the success rate in matriculation exams—q1_2
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 49.
- My students would like more study programs to be opened—q1_3
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 50.
- Students should be encouraged to enroll in regional scientific programs, meaning programs not offered in their school—q1_4
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 51.
- Non-scientific programs (e.g., communication studies) should be closed to open additional scientific programs—q1_5
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 52.
- The lack of teachers for matriculation subjects is the main barrier to opening unique study programs—q1_6
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 53.
- In my opinion, if my students had the choice, they would choose an online regional matriculation class over an additional program at their school—q1_7
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 54.
- The lack of computers and internet connectivity at the school is a barrier to opening study programs for matriculation subjects through distance learning—q2_1
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 55.
- The lack of teacher training in ICT and computer skills is a barrier to opening study programs for matriculation subjects through distance learning—q2_2
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 56.
- The lack of a technical support professionals in computing at the school is a barrier to opening study programs for matriculation subjects through distance learning—q2_3
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 57.
- The lack of a digital learning space (including a computer with internet access and a quiet, comfortable learning area) is a barrier to opening study programs for matriculation subjects through distance learning—q2_4
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 58.
- A student interested in participating in distance learning receives full support from the school and administration through a computer and internet access—q2_5
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 59.
- A student interested in participating in distance learning receives full support from the school and administration through late transportation to their home community—q2_6
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- 60.
- A student interested in participating in distance learning receives full support from the school and administration through technical support—q2_7
- Not at all
- To a small extent
- To a moderate extent
- To a great extent
- To a very great extent
- Performance Expectancy
- Effort Expectancy
- Social Influence
- Facilitating Conditions
- 61.
- I find the remote learning system useful for me. (q3_1)Rate on a scale of 1 to 5, where1 = Strongly disagree, 5 = Strongly agree, 11 = Don’t know/unsure.
- 62.
- Using the remote learning system could increase my workload. (q3_2)Rate on a scale of 1 to 5.
- 63.
- I believe that using the remote learning system will enable me to teach more efficiently. (q3_3)Rate on a scale of 1 to 5.
- 64.
- I estimate that I will easily achieve a good level of proficiency in using remote learning. (q3_4)Rate on a scale of 1 to 5.
- 65.
- I estimate that I will find the remote learning system easy to use. (q3_5)Rate on a scale of 1 to 5.
- 66.
- My students believe I should use the remote learning system. (q3_6)Rate on a scale of 1 to 5.
- 67.
- My teaching colleagues believe I should use the remote learning system. (q3_7)Rate on a scale of 1 to 5.
- 68.
- The school administration assists teachers in using the remote learning system. (q3_8)Rate on a scale of 1 to 5.
- 69.
- Overall, the school administration supports the use of remote learning. (q3_9)Rate on a scale of 1 to 5.
- 70.
- I intend to use the remote learning system for teaching purposes. (q4_1)Choose one:
- Very low usage
- Low usage
- Moderate usage
- High usage
- Very high usage
- 71.
- I intend to use the remote learning system in the evenings to support my students. (q4_2)Choose one.
- Very low usage
- Low usage
- Moderate usage
- High usage
- Very high usage
- 72.
- I plan to use the remote learning system in the coming months. (q4_3)Choose one.
- Very low usage
- Low usage
- Moderate usage
- High usage
- Very high usage
- 73.
- I own a smartphone (smartphone capable of internet browsing). (q5_1)
- Yes
- No
- 74.
- I have a computer at home with an internet connection. (q5_2)
- Yes
- No
- 75.
- At the school where I teach, there are computers with internet access that I can use for teaching. (q5_3)
- Yes
- No
- 76.
- Browsing the internet. (q6_1)
- Several times a day
- At least once a day
- Several times a week
- Several times a month
- Rarely
- 77.
- Using applications (apps) on a mobile phone. (q6_2)Choose one.
- Several times a day
- At least once a day
- Several times a week
- Several times a month
- Rarely
- 78.
- Searching for information using search engines (e.g., Google). (q6_3)Choose one.
- Several times a day
- At least once a day
- Several times a week
- Several times a month
- Rarely
- 79.
- Using social networks (e.g., Facebook). (q6_4)Choose one.
- Several times a day
- At least once a day
- Several times a week
- Several times a month
- Rarely
- 80.
- Chatting via messaging apps (e.g., WhatsApp). (q6_5)Choose one.
- Several times a day
- At least once a day
- Several times a week
- Several times a month
- Rarely
- 81.
- Native Language: (q7)
- Hebrew
- Arabic
- Russian
- English
- Other ____________ (q7_tv5)
- 82.
- Sector: (q8)
- Secular Jewish
- Religious Jewish
- Christian Arab
- Muslim Arab
- Bedouin Arab
- Druze
- Other ____________ (q8_tv7)
- 83.
- Education Level: (q9)
- Up to 12 years of schooling
- High school diploma
- Professional certification
- Bachelor’s degree
- Master’s degree
- Doctoral degree
- 84.
- Years of Teaching Experience: (q10_1)
- 85.
- Teaching Subject(s): (q11_1)
- 86.
- I teach in the following grades: (q12_1)
- 87.
- Number of years of experience in professional development programs for teachers: (q13)
- No experience
- Up to 4 years of experience
- 5–10 years of experience
- 11–15 years of experience
- Over 15 years of experience
- 88.
- Number of teacher training courses you have completed since starting at your current school: (q14)
- I have never completed any training courses
- I have completed 1–5 courses
- I have completed 6–10 courses
- I have completed more than 10 courses
- 89.
- Place of Residence: (q15)
- Central Arava Regional Council
- Ar’ara BaNegev Regional Council
- Tamar Regional Council
- Yeruham
- Arad
- Ramat Negev Regional Council
- Mitzpe Ramon
- Southern Arava/Eilot Regional Council
- Segev Shalom
- Hura
- Neve Midbar Regional Council
- Other ______________ (q15_tv12)
Appendix B. Analysis of the Survey Items
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6 | 4 | 3 | 2 | Questions |
---|---|---|---|---|
ICT usage | Facilitating conditions items | UTAT items | Distance Learning Attitude | Block |
Teachers 2018–2019 | ||||
64 | 64 | 65 | 68 | Number of responses |
5 | 3 | 9 | 7 | Number of items |
0.785 | 0.816 | 0.804 | 0.803 | Cronbach’s alpha |
Teachers 2020 | ||||
70 | 70 | 70 | 70 | Number of responses |
5 | 3 | 9 | 7 | Number of items |
0.21 | 0.894 | 0.794 | 0.795 | Cronbach’s alpha |
Students 2018–2019 | ||||
38 | 39 | 39 | Number of responses | |
5 | 8 | 6 | Number of items | |
0.843 | 0.689 | 0.656 | Cronbach’s alpha | |
Students 2020 | ||||
40 | 40 | 40 | Number of responses | |
5 | 8 | 6 | Number of items | |
0.958 | 0.879 | 0.626 | Cronbach’s alpha |
Students 2020 | Students 2018–2019 | Teachers 2020 | Teachers 2018–2019 | Statements (1 = Strongly Disagree, 5 = Strongly Agree) | |
---|---|---|---|---|---|
1.87 | 1.64 | School electives must be closed to increase students’ success rate in Bagrut exams. | q1_1 | ||
2.67 | 3.51 | Additional electives must be opened to increase students’ success rate in Bagrut exams. | q1_2 | ||
3.33 | 4.13 | 3.30 | 3.74 | My students would like more electives to be offered. | q1_3 |
3.15 | 3.54 | 2.84 | 3.27 | Students should be encouraged to enroll in a regional science virtual/blended learning elective that does not exist at their school. | q1_4 |
1.60 | 1.71 | Non-science electives should be closed at school (for example, communication) to enable additional science electives to be opened. | q1_5 | ||
2.97 | 3.19 | The lack of Bagrut matriculation teachers is the main barrier to opening unique electives. | q1_6 | ||
2.68 | 3.18 | 2.29 | 2.67 | In my opinion, if my students had a choice, they would choose to enroll in a regional virtual/blended learning elective for matriculation instead of another elective at school. | q1_7 |
2.79 | 2.97 | The lack of computers and internet at school is a barrier to opening distance learning electives for Bagrut matriculation. | q2_1 | ||
3.00 | 3.35 | The lack of ICT and computing skills workshops for teachers is a barrier to opening distance learning electives for Bagrut matriculation. | q2_2 | ||
2.90 | 3.10 | The lack of an ICT support technician at school is a barrier to opening distance learning electives for Bagrut matriculation. | q2_3 | ||
3.39 | 3.50 | The lack of a computer room (including computers with an internet connection and a comfortable and quiet learning space) is a barrier to opening distance learning electives for Bagrut matriculation. | q2_4 | ||
2.65 | 2.87 | 3.00 | 2.96 | The school and management fully support students who wish to participate in distance learning by providing computers and an internet connection. | q2_5 |
2.00 | 2.56 | 2.41 | 2.40 | The school and management fully support students who wish to participate in distance learning by providing a late ride (school bus) to his/her city/town. | q2_6 |
2.53 | 3.03 | 2.87 | 2.88 | The school and the management fully support students who wish to participate in distance learning by providing technical support. | q2_7 |
3.10 | 3.95 | 3.60 | 3.31 | The distance learning system supports my study needs. | q3_1 |
3.30 | 3.15 | If I use the distance learning system, I will be able to work additional hours. | q3_2 | ||
2.70 | 3.51 | If I use the distance learning system, I will increase my chances of completing my Bagrut matriculation with high grades. | q3_1b | ||
2.93 | 3.82 | 2.91 | 3.60 | I assume that using the distance learning system will allow me to teach material faster. | q3_3 |
2.85 | 3.77 | 4.10 | 3.82 | I assume that I will easily reach a high skill level of using the distance learning system. | q3_4 |
3.45 | 4.03 | 4.06 | 4.08 | I assume that I will find the distance learning system easy to use. | q3_5 |
4.10 | 4.26 | 3.20 | 3.42 | My students think I should use the distance learning system. | q3_6 |
3.15 | 3.72 | 3.57 | 3.31 | My friends think I should use the distance learning system | q3_7 |
3.50 | 2.97 | The school’s management assists teachers in using the distance learning system. | q3_8 | ||
3.68 | 3.56 | 3.74 | 3.31 | Generally, the school’s management supports the use of the distance learning system. | q3_9 |
3.01 | 3.34 | I intend to teach using the distance learning system. | q4_1 | ||
2.87 | 3.09 | I intend to use the distance learning system during the evening hours to support my students. | q4_2 | ||
3.00 | 2.84 | I am planning to use the distance learning system for the next few months. | q4_3 | ||
How often do you use the following tools? (1—multiple times a day; 5—rarely) | |||||
1.23 | 1.26 | 1.09 | 1.28 | Browsing the internet | q6_1 |
1.25 | 1.37 | 1.27 | 1.33 | Apps on my smartphone | q6_2 |
1.55 | 1.47 | 1.27 | 1.44 | Search engines | q6_3 |
1.45 | 1.76 | 2.64 | 2.31 | Social media (Facebook, Instagram) | q6_4 |
1.30 | 1.21 | 1.1 | 1.30 | WhatsApp (messaging software) | q6_5 |
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Levy, E.C.; Ravid, G.; Shwartz, Y.; Avriel-Avni, N. Bringing Science to the Periphery Through Distance Learning: Barriers and Opportunities. Educ. Sci. 2025, 15, 114. https://doi.org/10.3390/educsci15020114
Levy EC, Ravid G, Shwartz Y, Avriel-Avni N. Bringing Science to the Periphery Through Distance Learning: Barriers and Opportunities. Education Sciences. 2025; 15(2):114. https://doi.org/10.3390/educsci15020114
Chicago/Turabian StyleLevy, Eilat Chen, Gilad Ravid, Yael Shwartz, and Noa Avriel-Avni. 2025. "Bringing Science to the Periphery Through Distance Learning: Barriers and Opportunities" Education Sciences 15, no. 2: 114. https://doi.org/10.3390/educsci15020114
APA StyleLevy, E. C., Ravid, G., Shwartz, Y., & Avriel-Avni, N. (2025). Bringing Science to the Periphery Through Distance Learning: Barriers and Opportunities. Education Sciences, 15(2), 114. https://doi.org/10.3390/educsci15020114