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teachers’ perspective of the impact of distance learning on the quality of early childhood students’ practicum in secondary  \nRozalin Fareed Qazamel 1*  \n 0009-0001-5746-6827  \nDoa Omar Hawari 1  \n 0009-0005-8097-9005  \n1 Sakhnin Academic College, Sakhnin, ISRAEL  \n* Corresponding author: [rozq@sakhnin.ac.il](rozq@sakhnin.ac.il)  \nCitation: Qazamel, R. F., & Hawari, D. O. (2025) . The teachers’ perspective of the impact of distance learning on the quality of early childhood students’ practicum in secondary. Contemporary Educational Technology, 17(4), ep616 .  \n[https://doi.org/10.30935/cedtech/17548](https://doi.org/10.30935/cedtech/17548)  \nARTICLE INFO ABSTRACT  \n\n| Received: 6 Mar 2025\u003Cbr>Accepted: 12 Nov 2025\u003Cbr>INTRODUCTION | This study aims to explore the impact of distance learning on the quality of practical applications among early childhood education students in secondary schools within the Green Line. The descriptive correlational approach was used, utilizing a research tool consisting of two main axes: distance learning and the quality of practical applications. The validity and reliability of the tool were verified. The study sample consisted of teachers working with early childhood education students in secondary schools. A survey study was initially conducted by distributing the tool to a sample of 30 male and female teachers from the study population but outside the main research sample. After that, the final tool was distributed to the main sample, which included 160 male and female teachers who were selected through the comprehensive survey method. The data collected through an electronic questionnaire were statistically analyzed. The findings revealed a significant negative relationship between distance learning and the quality of practical applications, indicating that higher engagement in distance learning was associated with lower performance in practical skills and hands-on activities. This highlights the challenges of applying practical training effectively in a fully online learning environment.\u003Cbr>Keywords: early childhood education, distance learning quality, practical applications |\n| --- | --- |\n\nThe world witnessed a significant transformation in learning approaches, with more reliance on distance learning, especially during health crises and rapid technological progress (Mpungose, 2020) . Despite the numerous benefits of this educational approach, important questions remain regarding its impact on the quality of education, particularly in fields that require intensive practical training and hands-on applications (Darling-Hammond et al., 2020) . Early childhood education is one such field, where direct interaction and practical experience play a critical role in professional development. Theoretical frameworks such as Kolb’s experiential learning theory and the TPACK model suggest that effective learning requires a balance of experience, reflection, and technological integration, which may be challenged in distance learning environments (Havnes, 2018) .  \nIn practical training, the effectiveness of distance learning may be negatively influenced by several interrelated factors. High levels of distance learning engagement do not automatically translate into improved practical skills due to limited direct interaction, reduced opportunities for hands-on experience, and delayed feedback from instructors (Taghizadeh & Ejtehadi, 2023). Technological readiness plays a crucial role; students and teachers who are less familiar with digital tools may struggle to navigate online platforms, leading to reduced engagement and lower performance in practical tasks (Adnan & Anwar, 2020) . Similarly, the  \nexperience of instructors in integrating technology effectively can moderate the impact of distance learning on practical outcomes, as more experienced teachers may provide clearer guidance and m","cbCaivr8uGbgSyHe","https://ap.wps.com/l/cbCaivr8uGbgSyHe","pdf",247983,12,"English","# Introduction\n## Research aim and approach\n## Study sample and instrument validity\n# Findings and discussion\n## Relationship between distance learning and practical quality\n## Challenges affecting practical training online","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To examine the impact of distance learning on the quality of practical applications for early childhood education students in secondary schools.\"},{\"question\":\"What research method and data collection approach are used?\",\"answer\":\"A descriptive correlational approach uses a validated and reliable questionnaire distributed to a final sample of 160 teachers through a comprehensive survey method.\"},{\"question\":\"What relationship did the study find between distance learning engagement and practical outcomes?\",\"answer\":\"Higher distance-learning engagement is significantly associated with lower quality of practical applications, including weaker performance in hands-on activities and practical skills.\"}]","The teachers’ perspective of the impact of distance learning on the quality of early childhood students’ practicum in secondary | PDF"]