Sultan M Mosleh, Mohammed A Kasasbeh, Intima Alrimawi, Murad A Sawalha, Rami A Elshatarat, Ahmad R Saifan, Saed Azizeh, Mohammed I Yacoub, Mudathir M Eltayeb, Nermen A Mohamed
{"title":"阿拉伯联合酋长国卫生学院和非卫生学院教师在线教学的准备情况和信心比较研究。","authors":"Sultan M Mosleh, Mohammed A Kasasbeh, Intima Alrimawi, Murad A Sawalha, Rami A Elshatarat, Ahmad R Saifan, Saed Azizeh, Mohammed I Yacoub, Mudathir M Eltayeb, Nermen A Mohamed","doi":"10.4103/jehp.jehp_49_24","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>This study explores and compares the levels of readiness and confidence among faculty members in health and non-health colleges regarding online teaching in the United Arab Emirates (UAE).</p><p><strong>Materials and methods: </strong>The study adopted a cross-sectional research design and utilized a comprehensive survey instrument. A convenience sampling method was employed to enlist 412 faculty members from varied academic disciplines, comprising 278 from non-health programs and 134 from health programs. These participants offered valuable insights into their levels of preparedness and confidence for engaging in online teaching.</p><p><strong>Results: </strong>The study uncovered nuanced differences in readiness and confidence levels between health and non-health colleges regarding online teaching preparedness. Significant gender-based variations were found, with female participants in health colleges reporting lower readiness (mean = 4.13) and confidence (mean = 4.11) compared to their counterparts in non-health colleges (mean = 4.43; mean = 4.52) (out of 5) (<i>P</i> < 0.05). Male participants in non-health colleges demonstrated higher readiness and confidence (<i>P</i> < 0.05). Academic rank and teaching experience (>5 years) positively influenced readiness and confidence (<i>P</i> < 0.05). Marital status, spouse working status, and years teaching online showed no significant differences. Teaching multiple online courses before and during the coronavirus disease 2019 (COVID-19) pandemic significantly enhanced readiness and confidence (<i>P</i> < 0.05). Professional development before and during the COVID-19 pandemic did not yield significant differences.</p><p><strong>Conclusion: </strong>The study contributes to the existing literature on online education, offering valuable insights into the specific challenges and opportunities faced by faculty in health and non-health colleges. The results inform decision-making processes for educational institutions and policymakers in the UAE, emphasizing the evolving global landscape of online teaching.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"13 ","pages":"241"},"PeriodicalIF":1.4000,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11410287/pdf/","citationCount":"0","resultStr":"{\"title\":\"A comparative study of readiness and confidence in online teaching among faculty members in health and non-health colleges within the United Arab Emirates.\",\"authors\":\"Sultan M Mosleh, Mohammed A Kasasbeh, Intima Alrimawi, Murad A Sawalha, Rami A Elshatarat, Ahmad R Saifan, Saed Azizeh, Mohammed I Yacoub, Mudathir M Eltayeb, Nermen A Mohamed\",\"doi\":\"10.4103/jehp.jehp_49_24\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>This study explores and compares the levels of readiness and confidence among faculty members in health and non-health colleges regarding online teaching in the United Arab Emirates (UAE).</p><p><strong>Materials and methods: </strong>The study adopted a cross-sectional research design and utilized a comprehensive survey instrument. A convenience sampling method was employed to enlist 412 faculty members from varied academic disciplines, comprising 278 from non-health programs and 134 from health programs. These participants offered valuable insights into their levels of preparedness and confidence for engaging in online teaching.</p><p><strong>Results: </strong>The study uncovered nuanced differences in readiness and confidence levels between health and non-health colleges regarding online teaching preparedness. Significant gender-based variations were found, with female participants in health colleges reporting lower readiness (mean = 4.13) and confidence (mean = 4.11) compared to their counterparts in non-health colleges (mean = 4.43; mean = 4.52) (out of 5) (<i>P</i> < 0.05). Male participants in non-health colleges demonstrated higher readiness and confidence (<i>P</i> < 0.05). Academic rank and teaching experience (>5 years) positively influenced readiness and confidence (<i>P</i> < 0.05). Marital status, spouse working status, and years teaching online showed no significant differences. Teaching multiple online courses before and during the coronavirus disease 2019 (COVID-19) pandemic significantly enhanced readiness and confidence (<i>P</i> < 0.05). Professional development before and during the COVID-19 pandemic did not yield significant differences.</p><p><strong>Conclusion: </strong>The study contributes to the existing literature on online education, offering valuable insights into the specific challenges and opportunities faced by faculty in health and non-health colleges. The results inform decision-making processes for educational institutions and policymakers in the UAE, emphasizing the evolving global landscape of online teaching.</p>\",\"PeriodicalId\":15581,\"journal\":{\"name\":\"Journal of Education and Health Promotion\",\"volume\":\"13 \",\"pages\":\"241\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-07-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11410287/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Education and Health Promotion\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4103/jehp.jehp_49_24\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education and Health Promotion","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4103/jehp.jehp_49_24","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/1/1 0:00:00","PubModel":"eCollection","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
A comparative study of readiness and confidence in online teaching among faculty members in health and non-health colleges within the United Arab Emirates.
Introduction: This study explores and compares the levels of readiness and confidence among faculty members in health and non-health colleges regarding online teaching in the United Arab Emirates (UAE).
Materials and methods: The study adopted a cross-sectional research design and utilized a comprehensive survey instrument. A convenience sampling method was employed to enlist 412 faculty members from varied academic disciplines, comprising 278 from non-health programs and 134 from health programs. These participants offered valuable insights into their levels of preparedness and confidence for engaging in online teaching.
Results: The study uncovered nuanced differences in readiness and confidence levels between health and non-health colleges regarding online teaching preparedness. Significant gender-based variations were found, with female participants in health colleges reporting lower readiness (mean = 4.13) and confidence (mean = 4.11) compared to their counterparts in non-health colleges (mean = 4.43; mean = 4.52) (out of 5) (P < 0.05). Male participants in non-health colleges demonstrated higher readiness and confidence (P < 0.05). Academic rank and teaching experience (>5 years) positively influenced readiness and confidence (P < 0.05). Marital status, spouse working status, and years teaching online showed no significant differences. Teaching multiple online courses before and during the coronavirus disease 2019 (COVID-19) pandemic significantly enhanced readiness and confidence (P < 0.05). Professional development before and during the COVID-19 pandemic did not yield significant differences.
Conclusion: The study contributes to the existing literature on online education, offering valuable insights into the specific challenges and opportunities faced by faculty in health and non-health colleges. The results inform decision-making processes for educational institutions and policymakers in the UAE, emphasizing the evolving global landscape of online teaching.
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