An exploratory study to understand faculty members' perceptions and challenges in online teaching.

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-01-01 DOI:10.1007/s11159-023-10002-4

Tausif Mulla, Sufia Munir, Vivek Mohan

{"title":"An exploratory study to understand faculty members' perceptions and challenges in online teaching.","authors":"Tausif Mulla, Sufia Munir, Vivek Mohan","doi":"10.1007/s11159-023-10002-4","DOIUrl":null,"url":null,"abstract":"<p><p>The government of the United Arab Emirates (UAE) considers technology to be one of the main pillars of its vision for moving towards a knowledge-based society. Due to several factors such as globalisation, demand for information technology infrastructure and COVID-19 lockdowns, e-learning has become a popular method of delivery across higher education institutions in the UAE. In a first step, the authors of this article conducted a systematic review of existing literature (49 items published between 1999 and 2020). They found that the existing literature on online learning predominantly focuses on student-specific challenges, while there is still a dearth of published work covering faculty members' specific challenges in facilitating online learning in the UAE. The second part of this exploratory study drew on stakeholders' reflections of several years of designing and delivering online courses, analysing faculty members' perspectives on online teaching and learning in the UAE. The authors present their qualitative research, which involved open-ended semi-structured interviews with 15 faculty members, followed by a thematic analysis of their responses using NVivo 12 pro software. The most critical themes which emerged were learners' expectations, culture, perception, pedagogy and technology. The article also reveals how these topics contribute to the various strategies for seamless adoption and delivery of online education in the UAE.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10225284/pdf/","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"INTERNATIONAL REVIEW OF EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s11159-023-10002-4","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

Abstract

The government of the United Arab Emirates (UAE) considers technology to be one of the main pillars of its vision for moving towards a knowledge-based society. Due to several factors such as globalisation, demand for information technology infrastructure and COVID-19 lockdowns, e-learning has become a popular method of delivery across higher education institutions in the UAE. In a first step, the authors of this article conducted a systematic review of existing literature (49 items published between 1999 and 2020). They found that the existing literature on online learning predominantly focuses on student-specific challenges, while there is still a dearth of published work covering faculty members' specific challenges in facilitating online learning in the UAE. The second part of this exploratory study drew on stakeholders' reflections of several years of designing and delivering online courses, analysing faculty members' perspectives on online teaching and learning in the UAE. The authors present their qualitative research, which involved open-ended semi-structured interviews with 15 faculty members, followed by a thematic analysis of their responses using NVivo 12 pro software. The most critical themes which emerged were learners' expectations, culture, perception, pedagogy and technology. The article also reveals how these topics contribute to the various strategies for seamless adoption and delivery of online education in the UAE.

Abstract Image

查看原文本刊更多论文

一项探究性研究，了解教师对在线教学的看法和挑战。

阿拉伯联合酋长国(UAE)政府认为科技是其迈向知识型社会愿景的主要支柱之一。由于全球化、对信息技术基础设施的需求和COVID-19封锁等几个因素，电子学习已成为阿联酋高等教育机构的一种流行教学方式。在第一步中，本文作者对现有文献(1999年至2020年间发表的49项文献)进行了系统回顾。他们发现，现有的关于在线学习的文献主要集中在学生特有的挑战上，而在阿联酋，关于教师在促进在线学习方面面临的具体挑战的出版作品仍然很少。这项探索性研究的第二部分借鉴了利益相关者对几年来设计和交付在线课程的反思，分析了教师对阿联酋在线教学和学习的看法。作者介绍了他们的定性研究，其中包括对15名教师的开放式半结构化访谈，然后使用NVivo 12 pro软件对他们的回答进行专题分析。出现的最关键的主题是学习者的期望、文化、感知、教学法和技术。本文还揭示了这些主题如何有助于在阿联酋无缝采用和提供在线教育的各种策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.60

自引率

6.20%

发文量

期刊介绍： The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.