Shambour Mohd Khaled Yousef, Abu-Hashem Muhannad A
Department of Information and Scientific Services, the Custodian of the Two Holy Mosques Institute for Hajj and Umrah Research, Umm Al-Qura University, Makkah, Saudi Arabia.
Department of Geomatics, Architecture and Planning Faculty, King Abdulaziz University, Jeddah, Saudi Arabia.
Educ Inf Technol (Dordr). 2022;27(3):3225-3245. doi: 10.1007/s10639-021-10719-5. Epub 2021 Sep 16.
In recent years, and also due to the COVID-19 pandemic, education institutions worldwide have changed their education paradigm from a traditional to an online system. These institutions have rapidly accomplished their educational programs and activities by supporting various web applications, allowing the completion of the education process remotely. This motivated us to investigate the general perceptions of the faculty members who are teaching different courses for undergraduate students using the distance education system. The proposed technique is based on the use of advanced analysis methods to test the hypothesis of instructors' perceptions of online teaching effectiveness, compared with traditional teaching, will not be affected by the following eight factors, including gender, academic major, age, academic degree, country of teaching, teaching experience in traditional classes, teaching experience in virtual classes (VCs), and whether or not the department/faculty provided e-learning courses before the COVID-19 pandemic. A total of 187 lecturers from 71 departments in 24 educational institutions located in 11 countries participated in this research. Results indicate that the perceptions of instructors regarding the online teaching system generally do not change based on the studied factors. Furthermore, the quantitative analyses illustrate that no significant differences exist in all dimension scales in terms of gender, major specification, age, country of teaching, and virtual experience. Significant differences are found in the dimension scale of distance education effectiveness in terms of academic degree and the educator status in terms of supporting VCs and traditional experience dimension scales. Additionally, the study provides various recommendations, including that the departments should encourage instructors to positively adapt with online teaching by developing the required skills and knowledge. Moreover, departments and institutions should support the teaching staff with specialized education tools. In addition, instructors should strive to decrease the communication and interaction gap between distance education and traditional in-class teaching.
近年来，同样由于新冠疫情，全球教育机构已将其教育模式从传统模式转变为在线模式。这些机构通过支持各种网络应用迅速完成了其教育计划和活动，从而能够远程完成教育过程。这促使我们去调查那些使用远程教育系统为本科生教授不同课程的教职员工的总体看法。所提出的技术基于使用先进的分析方法来检验这样一个假设：与传统教学相比，教师对在线教学有效性的看法不会受到以下八个因素的影响，这八个因素包括性别、学术专业、年龄、学术学位、教学所在国家、传统课堂教学经验、虚拟课堂（VC）教学经验，以及院系/教师在新冠疫情大流行之前是否提供过电子学习课程。来自11个国家24所教育机构71个系的187名讲师参与了这项研究。结果表明，教师对在线教学系统的看法通常不会因所研究的因素而改变。此外，定量分析表明，在性别、专业、年龄、教学所在国家和虚拟教学经验方面，所有维度量表均不存在显著差异。在远程教育有效性维度量表方面，根据学术学位存在显著差异；在支持虚拟课堂和传统教学经验维度量表方面，根据教育者身份存在显著差异。此外，该研究还提供了各种建议，包括各院系应鼓励教师通过培养所需技能和知识来积极适应在线教学。此外，院系和机构应为教学人员提供专门的教育工具。此外，教师应努力缩小远程教育与传统课堂教学之间的沟通和互动差距。
