Alhosani Najwa, Alsheikh Negmeldin, Opoku Maxwell Peprah, Takriti Rachel, Aljneibi Noof M, Elhoweris Hala, Garces-Bacsal Rhoda Myra
Curriculum and Method of Instruction, United Arab Emirates University, Al-Ain, United Arab Emirates.
Special Education Department, United Arab Emirates University, Al-Ain, United Arab Emirates.
Heliyon. 2023 Feb;9(2):e13159. doi: 10.1016/j.heliyon.2023.e13159. Epub 2023 Jan 21.
The ravaging effect of COVID-19 has been felt in all spheres of life. While countries are easing their restrictions, the remnants of COVID on education remain, with most universities formally embracing online teaching. Faculty have had to deal with this sudden and enduring transition to online teaching. Although some developments have been made with online education, enormous challenges are simultaneously reported in the literature. This mixed-method study aims to assess the essence of a faculty's bionetwork of lived experience after the sudden shift to online teaching due to the pandemic. Affordance theory was used as a theoretical lens to study the benefits, challenges, and opportunities associated with online education during and post-COVID. The study data comes from faculty members at one institution ( = 170) and follow-up interviews with a smaller subset of participants from the same pool ( = 10). Path analysis and mediation analysis revealed significant differences between the participants based on nationality and gender. While the findings supported two hypotheses, the third hypothesis was not supported. Overall, the findings showed both convergence and divergence between the qualitative and quantitative data. The study incorporates recommendations for online teaching, faculty well-being, and further research based on the results.
新冠肺炎疫情的破坏影响已在生活的各个领域显现。虽然各国正在放宽限制措施，但疫情对教育的影响依然存在，大多数大学正式采用了在线教学。教师们不得不应对这种突然且持久的向在线教学的转变。尽管在线教育取得了一些进展，但文献中同时也报道了诸多巨大挑战。这项混合方法研究旨在评估由于疫情突然转向在线教学后，教师生活体验生物网络的本质。可供性理论被用作一种理论视角，以研究新冠疫情期间及之后与在线教育相关的益处、挑战和机遇。研究数据来自一所机构的170名教师，并对同一群体中一小部分参与者（10人）进行了后续访谈。路径分析和中介分析显示，参与者在国籍和性别方面存在显著差异。虽然研究结果支持了两个假设，但第三个假设未得到支持。总体而言，研究结果表明定性和定量数据之间既有趋同之处，也有分歧之处。该研究根据结果纳入了关于在线教学、教师福祉和进一步研究的建议。
