Exploring the impact of Kolb’s ELC cycle on Palestinian women educators and their teaching practices in Palestine during Covid-19

Abstract

This study aimed at exploring the impact of Kolb’s Experiential Learning Cycle (ELC) on Palestinian women educators and their teaching practices in Palestine during Covid-19. An explanatory mixed-method research approach was employed in the design of the study using a questionnaire and semi-structured interviews. The purpose was to explore and document the participants’ teaching strategies used to cope with online teaching and learning. The sample consisted of 53 Palestinian women educators teaching in the private and public sectors of schools and higher educational institutions. Snowballing sampling was chosen for the quantitative part of this study to ensure the reliability of the data. The main findings of the research demonstrated that many Palestinian women educators were unaware of Kolb’s ELC or its abstract concepts. That in turn reveals that lack of awareness is the main reason for the minimal impact of ELC on their online teaching practices.