STEM FACULTY MEMBERS’ PERSPECTIVES AND CHALLENGES TOWARDS DISTANCE LEARNING AND VIRTUAL CLASSES DURING COVID-19 OUTBREAK

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Article Details

STEM FACULTY MEMBERS’ PERSPECTIVES AND CHALLENGES TOWARDS DISTANCE LEARNING AND VIRTUAL CLASSES DURING COVID-19 OUTBREAK

Authors:

N.A.

Publisher:

Anadolu University

Journal:

Turkish Online Journal of Distance Education Vol.24 Issue 1, pp.246-261

Document Type:

Article

Publication Date:

1/2023

Document Language:

English

Document ID (Org No.):

2001281745

pISSN:

1302-6488

Keywords:

Abstract:

 The study aims at investigating the STEM faculty members perspectives and challenges towards distance learning and virtual classes during the COVID-19 outbreak. The results are compared with those of non-STEM faculty members from the same institution. Data collection was performed at the United Arab Emirates University because of four demographic independent variables: Faculty Gender, Experience, Academic Rank, and Academic Track. The researchers adopted and implemented a questionnaire where its validity and reliability for collecting data have been verified. Mean, standard deviations, and one-way ANOVA tests were conducted. The results indicate that the overall faculty members perspectives towards distance learning and virtual classes and tracks STEM, and humanities, and social sciences are Medium. The results do not show a significant difference at the level α  0.05 for the independent variables: gender, and experience. However, we observe significant differences in the academic track and academic rank. We notice some significant differences in favor of full professors and associate professors as compared to lecturers. We also observe some significant differences between STEM and non-STEM tracks in favor of the former one. The results show that the calculated means for the challenges in using distance learning and virtual classes for the STEM, and humanities and social sciences tracks are Weak. This indicates that there are no apparent challenges that hinder the effort in teaching. The results do not show a significant difference at the level α  0.05 for all independent variables: faculty gender, experience, academic rank, and academic track. The study concluded with few recommendations. The university should continue supporting the current efforts to provide all the teaching and learning requirements via distance learning and virtual classes such as suitable infrastructure, internet, smart apps, and technical support. There is always a need for continuous updates of the teaching and learning platforms in line with ongoing development and training for instructors and students.

 The study aims at investigating the STEM faculty members perspectives and challenges towards distance learning and virtual classes during the COVID-19 outbreak. The results are compared with those of non-STEM faculty members from the same institution. Data collection was performed at the United Arab Emirates University because of four demographic independent variables: Faculty Gender, Experience, Academic Rank, and Academic Track. The researchers adopted and implemented a questionnaire where its validity and reliability for collecting data have been verified. Mean, standard deviations, and one-way ANOVA tests were conducted. The results indicate that the overall faculty members perspectives towards distance learning and virtual classes and tracks STEM, and humanities, and social sciences are Medium. The results do not show a significant difference at the level α  0.05 for the independent variables: gender, and experience. However, we observe significant differences in the academic track and academic rank. We notice some significant differences in favor of full professors and associate professors as compared to lecturers. We also observe some significant differences between STEM and non-STEM tracks in favor of the former one. The results show that the calculated means for the challenges in using distance learning and virtual classes for the STEM, and humanities and social sciences tracks are Weak. This indicates that there are no apparent challenges that hinder the effort in teaching. The results do not show a significant difference at the level α  0.05 for all independent variables: faculty gender, experience, academic rank, and academic track. The study concluded with few recommendations. The university should continue supporting the current efforts to provide all the teaching and learning requirements via distance learning and virtual classes such as suitable infrastructure, internet, smart apps, and technical support. There is always a need for continuous updates of the teaching and learning platforms in line with ongoing development and training for instructors and students.

 The study aims at investigating the STEM faculty members perspectives and challenges towards distance learning and virtual classes during the COVID-19 outbreak. The results are compared with those of non-STEM faculty members from the same institution. Data collection was performed at the United Arab Emirates University because of four demographic independent variables: Faculty Gender, Experience, Academic Rank, and Academic Track. The researchers adopted and implemented a questionnaire where its validity and reliability for collecting data have been verified. Mean, standard deviations, and one-way ANOVA tests were conducted. The results indicate that the overall faculty members perspectives towards distance learning and virtual classes and tracks STEM, and humanities, and social sciences are Medium. The results do not show a significant difference at the level α  0.05 for the independent variables: gender, and experience. However, we observe significant differences in the academic track and academic rank. We notice some significant differences in favor of full professors and associate professors as compared to lecturers. We also observe some significant differences between STEM and non-STEM tracks in favor of the former one. The results show that the calculated means for the challenges in using distance learning and virtual classes for the STEM, and humanities and social sciences tracks are Weak. This indicates that there are no apparent challenges that hinder the effort in teaching. The results do not show a significant difference at the level α  0.05 for all independent variables: faculty gender, experience, academic rank, and academic track. The study concluded with few recommendations. The university should continue supporting the current efforts to provide all the teaching and learning requirements via distance learning and virtual classes such as suitable infrastructure, internet, smart apps, and technical support. There is always a need for continuous updates of the teaching and learning platforms in line with ongoing development and training for instructors and students.

 The study aims at investigating the STEM faculty members perspectives and challenges towards distance learning and virtual classes during the COVID-19 outbreak. The results are compared with those of non-STEM faculty members from the same institution. Data collection was performed at the United Arab Emirates University because of four demographic independent variables: Faculty Gender, Experience, Academic Rank, and Academic Track. The researchers adopted and implemented a questionnaire where its validity and reliability for collecting data have been verified. Mean, standard deviations, and one-way ANOVA tests were conducted. The results indicate that the overall faculty members perspectives towards distance learning and virtual classes and tracks STEM, and humanities, and social sciences are Medium. The results do not show a significant difference at the level α  0.05 for the independent variables: gender, and experience. However, we observe significant differences in the academic track and academic rank. We notice some significant differences in favor of full professors and associate professors as compared to lecturers. We also observe some significant differences between STEM and non-STEM tracks in favor of the former one. The results show that the calculated means for the challenges in using distance learning and virtual classes for the STEM, and humanities and social sciences tracks are Weak. This indicates that there are no apparent challenges that hinder the effort in teaching. The results do not show a significant difference at the level α  0.05 for all independent variables: faculty gender, experience, academic rank, and academic track. The study concluded with few recommendations. The university should continue supporting the current efforts to provide all the teaching and learning requirements via distance learning and virtual classes such as suitable infrastructure, internet, smart apps, and technical support. There is always a need for continuous updates of the teaching and learning platforms in line with ongoing development and training for instructors and students.

Article Details

STEM FACULTY MEMBERS’ PERSPECTIVES AND CHALLENGES TOWARDS DISTANCE LEARNING AND VIRTUAL CLASSES DURING COVID-19 OUTBREAK

Authors:

N.A.

Publisher:

Anadolu University

Journal:

Turkish Online Journal of Distance Education Vol.24 Issue 1, pp.246-261

Document Type:

Article

Publication Date:

1/2023

Document Language:

English

Document ID (Org No.):

2001281745

pISSN:

1302-6488

Faculty members’ preference

Challenges

Distance learning and virtual classes

UAEU

COVID-19

Issues

Article Details

STEM FACULTY MEMBERS’ PERSPECTIVES AND CHALLENGES TOWARDS DISTANCE LEARNING AND VIRTUAL CLASSES DURING COVID-19 OUTBREAK

Authors: N.A.

Publisher: Anadolu University

Journal: Turkish Online Journal of Distance Education Vol.24 Issue 1, pp.246-261

Document Type: Article

Publication Date: 1/2023

Document Language: English

Document ID (Org No.): 2001281745

pISSN: 1302-6488

Faculty members’ preference

Challenges

Distance learning and virtual classes

UAEU

COVID-19

Issues

Authors:

N.A.

Publisher:

Anadolu University

Journal:

Turkish Online Journal of Distance Education Vol.24 Issue 1, pp.246-261

Document Type:

Article

Publication Date:

1/2023

Document Language:

English

Document ID (Org No.):

2001281745

pISSN:

1302-6488