Faculty perception of online education: considerations for the post-pandemic world
In the post-COVID era, academic institutions adapted curricula, utilizing aspects of the online delivery in full or partially. Consequently, this research focuses on identifying the factors that influence faculty perceptions of effective online delivery in higher education and comparing them with st...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-11-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1258980/full |
| _version_ | 1797449149745987584 |
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| author | Vian Ahmed Chiraz Anane Ayman Alzaatreh Sara Saboor |
| author_facet | Vian Ahmed Chiraz Anane Ayman Alzaatreh Sara Saboor |
| author_sort | Vian Ahmed |
| collection | DOAJ |
| description | In the post-COVID era, academic institutions adapted curricula, utilizing aspects of the online delivery in full or partially. Consequently, this research focuses on identifying the factors that influence faculty perceptions of effective online delivery in higher education and comparing them with students’ perceptions. The study involves semi-structured interviews with 15 faculty members at a renowned university to gain insights into their online teaching experiences during the pandemic. Additionally, 51 faculty members participated in a survey using the Relative Importance Index (RII) method to determine the most significant practices impacting online delivery. The results indicate that the most concerning factor for faculty during online delivery is facilitating students’ engagement and interactions in class, with an RII of 0.94. Controlling academic dishonesty during assessments receives a relatively lower concern with an RII of 0.67. Making lectures interactive is identified as the most challenging practice for faculty. Comparing the findings with students’ perceptions based on previous studies, both groups emphasize the significance of effective communication, interaction, and the use of technology. Faculty prioritize the delivery and organization of lectures, while students focus on engagement and interactive elements. Faculty value organization and relevance in assignments, while students emphasize instructor qualities and responsiveness. |
| first_indexed | 2024-03-09T14:20:40Z |
| format | Article |
| id | doaj.art-748b07e86f8f49a592ca2410389658a4 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-09T14:20:40Z |
| publishDate | 2023-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-748b07e86f8f49a592ca2410389658a42023-11-28T13:19:52ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-11-01810.3389/feduc.2023.12589801258980Faculty perception of online education: considerations for the post-pandemic worldVian Ahmed0Chiraz Anane1Ayman Alzaatreh2Sara Saboor3Department of Industrial Engineering, College of Engineering, American University of Sharjah, Sharjah, United Arab EmiratesDepartment of Foreign Languages, College of Arts, Humanities and Social Sciences, University of Sharjah, Sharjah, United Arab EmiratesDepartment of Mathematics and Statistics, College of Arts and Sciences, American University of Sharjah, Sharjah, United Arab EmiratesDepartment of Industrial Engineering, College of Engineering, American University of Sharjah, Sharjah, United Arab EmiratesIn the post-COVID era, academic institutions adapted curricula, utilizing aspects of the online delivery in full or partially. Consequently, this research focuses on identifying the factors that influence faculty perceptions of effective online delivery in higher education and comparing them with students’ perceptions. The study involves semi-structured interviews with 15 faculty members at a renowned university to gain insights into their online teaching experiences during the pandemic. Additionally, 51 faculty members participated in a survey using the Relative Importance Index (RII) method to determine the most significant practices impacting online delivery. The results indicate that the most concerning factor for faculty during online delivery is facilitating students’ engagement and interactions in class, with an RII of 0.94. Controlling academic dishonesty during assessments receives a relatively lower concern with an RII of 0.67. Making lectures interactive is identified as the most challenging practice for faculty. Comparing the findings with students’ perceptions based on previous studies, both groups emphasize the significance of effective communication, interaction, and the use of technology. Faculty prioritize the delivery and organization of lectures, while students focus on engagement and interactive elements. Faculty value organization and relevance in assignments, while students emphasize instructor qualities and responsiveness.https://www.frontiersin.org/articles/10.3389/feduc.2023.1258980/fullCOVID-19online teachingfaculty perceptionhigher educationchallengescomparative analysis |
| spellingShingle | Vian Ahmed Chiraz Anane Ayman Alzaatreh Sara Saboor Faculty perception of online education: considerations for the post-pandemic world Frontiers in Education COVID-19 online teaching faculty perception higher education challenges comparative analysis |
| title | Faculty perception of online education: considerations for the post-pandemic world |
| title_full | Faculty perception of online education: considerations for the post-pandemic world |
| title_fullStr | Faculty perception of online education: considerations for the post-pandemic world |
| title_full_unstemmed | Faculty perception of online education: considerations for the post-pandemic world |
| title_short | Faculty perception of online education: considerations for the post-pandemic world |
| title_sort | faculty perception of online education considerations for the post pandemic world |
| topic | COVID-19 online teaching faculty perception higher education challenges comparative analysis |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1258980/full |
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