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Using Stufflebeam’s CIPP evaluation model, the study conducts input and process evaluations to illuminate how resources were distributed and how remote learning was operationalized. Centralized school supports, including national funding, coordinated teaching assistance, and effective communication, enabled online learning implementation at scale.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/planning-and-implementing-remote-learning-in-riyadh-school-district-saudi-arabia-abstract/603153/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/planning-and-implementing-remote-learning-in-riyadh-school-district-saudi-arabia-abstract/603153.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did Riyadh School District shift to remote learning?","Question",{"text":112,"@type":113},"The shift was driven by the Covid-19 pandemic, which led Saudi Arabia to close schools and launch distance learning initiatives to prevent the spread of the coronavirus.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What evaluation approach was used to assess remote learning implementation?",{"text":117,"@type":113},"The study used Stufflebeam’s CIPP evaluation model, focusing on input and process evaluations to understand planning, resource distribution, and implementation.",{"name":119,"@type":110,"acceptedAnswer":120},"What supports helped schools implement online learning effectively?",{"text":121,"@type":113},"Centralized supports such as proper national funding, coordinated national teaching assistance, and effective communication helped Riyadh School District implement online learning for students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603153,1792209588,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","PLANNING AND IMPLEMENTING REMOTE LEARNING  \nIN RIYADH SCHOOL DISTRICT, SAUDI ARABIA  \nWAFA ALZAHRANI  \nSHAWN JOSEPH  \nHoward University, U.S.A.  \nABSTRACT  \nThe Covid-19 pandemic wreaked havoc throughout school systems across the world during the 2020-2021 school year. Riyadh School District in Saudi Arabia effectively transitioned from in-person student learning to remote student learning as a result of effective planning of resources and effective processes for implementation of remote learning. Employing Stufflebeam's CIPP evaluation model, an input evaluation and a process evaluation were conducted to shed light on the planning process employed to distribute resources and implement remote learning in a large school district in Saudi Arabia. Centralized supports for schools, including proper national funding, coordinated national teaching supports, and effective communication, aided Riyadh School District in the effective implementation of on-line learning for students.  \nINTRODUCTION  \nThe Kingdom of Saudi Arabia (KSA) experienced a sudden, dramatic shift from in-person learning to remote learning due to the global Coronavirus 2019 (COVID-19) pandemic. Within 10 hours of announcing that school would be closed as precautionary measures to prevent the pandemic from spreading, the Ministry of Education (MoE) launched its distance learning initiative (MoE, 2020) . Accordingly, the Kingdom of Saudi Arabia (KSA) shifted immediately to remote learning due to heavy investment in improving education and technology integration within education systems (Saudi vision 2030, 2016). A shift to distance learning does not merely depend on utilizing technology; it also depends on the capacity of teachers, staff, and school leaders to serve their students via technology. As a result, the MoE exerted the utmost effort to provide teachers with the skills necessary to make effective use of virtual classroom technologies and distance education platforms (MoE, 2020) .  \nOver the past decade, there was an initial focus to expand infrastructure and build teachers’capacity and capability as part of Vision 2030 (Tatweer, 2017). On April 25, 2016, Prince Mohammed bin Salman launched the Kingdom's Vision 2030, an ambitious strategic plan that reflected the government’s confidence in the ability of its people to realize their aspirations and potential. Saudi Vision 2030 aims to underpin citizens and create a diverse and sustainable economy. It states:  \nWe are determined to build a thriving country in which all citizens can fulfill their dreams, hopes, and ambitions. Therefore, we will not rest until our nation is a leader in providing opportunities for all through education and training, and high-quality services in employment, health, housing, and entertainment. (SaudiVision 2030, 2016, p. 7)  \nAlghamdi and Holland (2020) confirmed that Saudi Vision 2030 was a continuation of a reform education initiative. The researchers found the education reform journey to be guided by a very ambitious social and economic plan called the National Transformation Program 2020, part of its Vision 2030 development (as cited in Saudi Vision 2030, 2016) . Since Saudi Vision 2030 was launched in April 2016, the government has taken bold steps and emphasized technology, innovation, growth and quality. There has been an apparent shift from the quantitative to the qualitative perspective on the education front, which the government considers a valid indicator of education development. Accordingly, the Saudi government is committed to closing the gap between  \nEducational Planning | Winter 2024 63 Vol. 31, No. 1  \nhigher education outputs and the job market requirements. Saudi Vision 2030 (2016) stressed the link between education and a competitive economy, noting that investing in education leads to amore prepared workforce able to meet market requirements.  \nResearchers conducted studies on e-learning in higher education institutions before and during the pandemic (Alarifi,","cbCaie8FSFzX0SIO","https://ap.wps.com/l/cbCaie8FSFzX0SIO","pdf",268082,17,"English","# Abstract\n# Introduction\n# Problem Statement","[{\"question\":\"Why did Riyadh School District shift to remote learning?\",\"answer\":\"The shift was driven by the Covid-19 pandemic, which led Saudi Arabia to close schools and launch distance learning initiatives to prevent the spread of the coronavirus.\"},{\"question\":\"What evaluation approach was used to assess remote learning implementation?\",\"answer\":\"The study used Stufflebeam’s CIPP evaluation model, focusing on input and process evaluations to understand planning, resource distribution, and implementation.\"},{\"question\":\"What supports helped schools implement online learning effectively?\",\"answer\":\"Centralized supports such as proper national funding, coordinated national teaching assistance, and effective communication helped Riyadh School District implement online learning for students.\"}]","PLANNING AND IMPLEMENTING REMOTE LEARNING IN RIYADH SCHOOL DISTRICT, SAUDI ARABIA - Abstract | PDF",1792095803,43]