This study aimed to determine the level of students' test wiseness during remote learning. The study sample included (391) students from Amman Arab University. A scale consisting of (28) items was deployed to the participants after assuring its validity and reliability. The results showed a high level of students' test wiseness. Moreover, there were no statistically significant differences at (alpha=0.05) between the arithmetic means of the total degree of test wiseness attributed to the study variables, while there were statistically significant differences at (alpha=0.05) between the means of the dimension "Using of Time " on favor of male students. In addition, the findings elucidated that there were statistically significant differences at (alpha=0.05) between the arithmetic means of the dimension "Avoidance of Error " attributed to faculty in favor of the humanities faculties. Finally, the results showed statistically significant differences at (alpha=0.05) between the arithmetic means of the dimension "Deductive Thinking " attributed to the academic program in favor of master and bachelor students.

The current study aimed to identify the obstacles of teaching courses during distance learning in light of e-learning quality standards. A survey consisting of 21 items was gathered from 146 faculty staff members during the first semester of the academic year (2021–2022). To achieve the objectives of this study, a questionnaire was used after verifying its psychometric properties. The results of the study revealed a moderate level of obstacles to teaching courses in distance education. Moreover, the study findings showed that the most prominent obstacles that face teaching distance courses are that online-tests are not fair in evaluating students, and the absence of direct communication with students affects negatively their understanding of the educational material. The research recommends that distance teaching should be addressed by providing adequate training for faculty members and using computer software such as presentations and interactive applications to eliminate boredom and increase students' interaction. Keywords: Obstacles, Distance Education, universities, e-learning, quality standards.

The purpose of this study is to construct a digital culture test in light of the Item Response Theory and to investigate its psychometric properties. The study sample consisted of six hundred fifty (650) male and female students in the eighth grade from the Directorate of Education and Teaching of Salt District. To obtain the results, the descriptive approach was used. The results showed that the items have acceptable indicators of discrimination and extend on the continuum of difficulty adequately. The validity and reliability of the test were verified by using several methods, including content validity and internal consistency. The study findings showed that most of the test items fit the assumptions of the two-parameter logistic model. The results also displayed statistically significant differences in the arithmetic means of the digital culture test due to gender in favor of female students. Moreover, the outcomes presented statistically significant differences attributed to the education sector variable favoring the private sector. Keywords: Digital Culture Test, IRT, Psychometric Properties, Teaching.

The study aimed to investigate the relationship between students’ prevailing brain dominance pattern and their level of creative thinking in science. The study sample consisted of 850 ninth-grade students in Jordan selected by the cluster random method. The brain control scale and the test of creative thinking in science were used to collect data. The study concluded that the student’s creative thinking level was medium in Jordan. The results also showed that the average scores of students with integrated brain control were higher, statistically significant, than those of students with left and right brain control. The results also showed that there were statistically significant differences between the arithmetic means of creative thinking due to gender and in favor of males.

COVID-19 pandemic lockdowns converted traditional face-to-face teaching practices to online processes, resulting in thousands of students losing out on accessibility to education. The educational wastage program was introduced to enable students to recover their abilities and to improve their skills. The objective of this research is to study the determinants of such programs, including the inputs and the outputs. The teachers who participated in this program formed the population of this study; the random sample included 1500 teachers, both males and females. The collected questionnaire responses were downloaded into the SPSS software. The results show that time management is the most important factor that affects output of the recovery programs in educational wastage. The second factor that affects output of the recovery programs is the subjects introduced. Teachers’ participation in formulating such recovery programs is considered very important to improve output. The study recommends the participation of teachers in formulating recovery programs.

In this chapter, we will discuss online learning in terms of its concept, importance, types, requirements, implementation challenges, and interaction with teachers and students. We will also talk about online learning strategies, their evaluation, and the impact of this type of learning on education, as well as the future of online learning and its future vision in light of the expectation of a bright future in the coming years for this type of learning, as the number of online learners will increase through the provision of programs, courses, virtual classes, and educational experiences. As other online learning options that are flexible, easy to access, and low in cost, and as technology continues to develop, online learning will be more developed and effective. Many trends will affect the future of online learning, such as education. Integrated learning that combines online self-learning with teacher-managed activities, as well as artificial intelligence, augmented and virtual reality. The students in the near future engage in online learning from the time they enter school until the end of their university studies and beyond. And they will need to acquire multiple skills to adapt to constant change, and the ability to learn what they need to know.