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

Year 2023, Volume 24, Issue 1, 246 - 261, 01.01.2023
https://doi.org/10.17718/tojde.958068

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.

References

  • Abu Aqel, W. (2012). The effect of using e-learning in teaching science on academic achievement for Al-Quds Open University students. Palestinian Journal of Open Education, 3(6), 115-138.
  • Abu Sarah, A. (2020). Using digital technology in education in times of crisis: Coronavirus as a model. Available at: https://www.new-educ.com/author/abusarahedtech.
  • Al-Kellani, A., and Al-Shraifeen, N. (2011). Introduction to research in education and social sciences. Third Edition, Dar Al Masirah for Publishing, Distribution, and Printing. Amman, Jordan.
  • Al Saif, M. (2009). The availability of the e-learning competencies, challenges, and methods of development from the viewpoint of faculty members in the College of Education at King Saud University, unpublished master's thesis, College of Education, King Saud University, Saudi Arabia.
  • Al-Shammari, M. (2007). The effect of using integrated learning in teaching geography on the attainment and attitudes of middle school students in Hafar Al-Batin Governorate. Ph.D. thesis, University of Jordan, Amman, Jordan.
  • Al-Shahrani, N. (2010). The demands of using e-learning in teaching natural sciences in higher education from specialists, unpublished Ph.D. thesis, College of Education, Umm Al-Qura University, Saudi Arabia.
  • Al-Shorman, B., & Bawaneh, A. (2018). Attitudes of Faculty Members and Students towards the Use of the Learning Management System in Teaching and Learning. The Turkish Online Journal of Educational Technology, 17 (3), 1-15. https://files.eric.ed.gov/fulltext/EJ1184192.pdf.
  • Anatürk Tombak, C. & Ateşkan, A. (2019). Science Teachers’ Beliefs and Attitudes towars the Use of Interactive Whiteboards in Education. Journal of Turkish Science Education, 16(3), 394-414. https://doi: 10.12973/tused.10290a.
  • Badmus, O., Omosewo, E. (2020). Evolution of STEM, STEAM and STREAM Education in Africa: The Implication of the Knowledge Gap. International Journal of Research in STEM Education (IJRSE), 2(2), 99-106.http://doi:10.31098/ijrse.v2i2.227.
  • Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth grade students' immediate achievement and retention of electric energy concepts. Journal of Turkish Science Education, 16(1), 123-138. https://doi: 10.12973/tused.10270a.
  • Bawaneh, A. (2020). Science Teachers’ Satisfaction Level of Professional Development Programs in Enhancing their Teaching Practices. Talent Development & Excellence, 12, (3s), 1848-1865.
  • Bawaneh, A. (2021). The satisfaction level of undergraduate science students towards using e-learning and virtual classes in exceptional condition covid-19 crisis. Turkish Online Journal of Distance Education, 22(1):52-56. https://doi:10.17718/tojde.849882.
  • Bawaneh, A. K., Moumene, A. B. H., & Aldalalah, O. (2020). Gauging the Level of Reflective Teaching Practices among Science Teachers. International Journal of Instruction, 13(1), 695-712. https://doi.org/10.29333/iji.2020.13145a.
  • Bawaneh, A., and Moumene, A. (2021). Science Teachers’ Employment of Alternative Assessments for Gauging Students’ Learning. IGU Journal of Educational and Psychology Sciences. 29(1), 632 – 649. https://doi.org/10.33976/IUGJEPS.29.1/2021/29.
  • Bawaneh, A., Zain, A. N. M., & Salmiza, S. (2010: A). Radical conceptual change through teaching method based on constructivism theory for eight grade Jordanian students. The Journal of International Social Research, 3(14), 131-147. https://doi.org/10.5539/ies.v3n1p96.
  • Bawaneh, A., Zain, A. N. M., & Salmiza, S. (2010: B). Investigating students’ preferable learning styles based on Herrmann’s whole brain model for the purpose of developing new teaching method in modifying science misconceptions. Educational Research (ISSN: 2141-5161), International Research Journals, 1(9), 363-372.
  • Code, J., Ralph, R. and Forde, K. (2020), "Pandemic designs for the future: perspectives of technology education teachers during COVID-19", Information and Learning Sciences, Vol. 121 No. 5/6, pp. 419-431. https://doi.org/10.1108/ILS-04-2020-0112.
  • Gay, L. R. & Airasian, P. W. (2003). Educational research: Competencies for analysis and application. (7th Ed). Prentice Hall. USA.
  • Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. (9th Ed.). Upper Saddle River, NJ: Pearson, USA.
  • Glenda, K., Joslyn, H., & Mariel, P. (2019). Virtually connected. International Teacher Magazine (IMT). It was accessed on 20/03/2020. https://consiliumeducation.com/itm/2019/06/22/virtually-connected/.
  • Goldstein, D. (2020). Coronavirus Is Shutting Schools. Is America Ready for Virtual Learning? Educators experienced with remote learning warn that closures can affect children’s academic progress, safety, and social lives. Available at: https://www.nytimes.com/2020/03/13/us/virtual-learning-challenges.html.
  • Iyer, P., Aziz, K., Ojcius, DM. (2020). Impact of COVID‐19 on dental education in the United States. J Dent Educ. 2020; 84: 718– 722. https://doi.org/10.1002/jdd.12163.
  • Khlaif, Z. (2020). Coronavirus and digital equality in remote teaching in emergency situations. It was accessed on 20/04/2020, https://rb.gy/muc4cd
  • Malkawi, E., Bawaneh, A., and Bawa’aneh, M. (2021). Campus off, Education on UAEU Students’ Satisfaction and Attitudes Towards E-Learning and Virtual Classes During COVID 19 Pandemic. Contemporary Educational Technology. 13(1), ep283, https://doi.org/10.30935/cedtech/8708.
  • Miltiadou M., & Savenye W. C. (2003). Applying Social Cognitive Constructs of Motivation to Enhance Student Success in Online Distance Education, Educational Technology Review, 11 (1).

Year 2023, Volume 24, Issue 1, 246 - 261, 01.01.2023
https://doi.org/10.17718/tojde.958068

Abstract

References

  • Abu Aqel, W. (2012). The effect of using e-learning in teaching science on academic achievement for Al-Quds Open University students. Palestinian Journal of Open Education, 3(6), 115-138.
  • Abu Sarah, A. (2020). Using digital technology in education in times of crisis: Coronavirus as a model. Available at: https://www.new-educ.com/author/abusarahedtech.
  • Al-Kellani, A., and Al-Shraifeen, N. (2011). Introduction to research in education and social sciences. Third Edition, Dar Al Masirah for Publishing, Distribution, and Printing. Amman, Jordan.
  • Al Saif, M. (2009). The availability of the e-learning competencies, challenges, and methods of development from the viewpoint of faculty members in the College of Education at King Saud University, unpublished master's thesis, College of Education, King Saud University, Saudi Arabia.
  • Al-Shammari, M. (2007). The effect of using integrated learning in teaching geography on the attainment and attitudes of middle school students in Hafar Al-Batin Governorate. Ph.D. thesis, University of Jordan, Amman, Jordan.
  • Al-Shahrani, N. (2010). The demands of using e-learning in teaching natural sciences in higher education from specialists, unpublished Ph.D. thesis, College of Education, Umm Al-Qura University, Saudi Arabia.
  • Al-Shorman, B., & Bawaneh, A. (2018). Attitudes of Faculty Members and Students towards the Use of the Learning Management System in Teaching and Learning. The Turkish Online Journal of Educational Technology, 17 (3), 1-15. https://files.eric.ed.gov/fulltext/EJ1184192.pdf.
  • Anatürk Tombak, C. & Ateşkan, A. (2019). Science Teachers’ Beliefs and Attitudes towars the Use of Interactive Whiteboards in Education. Journal of Turkish Science Education, 16(3), 394-414. https://doi: 10.12973/tused.10290a.
  • Badmus, O., Omosewo, E. (2020). Evolution of STEM, STEAM and STREAM Education in Africa: The Implication of the Knowledge Gap. International Journal of Research in STEM Education (IJRSE), 2(2), 99-106.http://doi:10.31098/ijrse.v2i2.227.
  • Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth grade students' immediate achievement and retention of electric energy concepts. Journal of Turkish Science Education, 16(1), 123-138. https://doi: 10.12973/tused.10270a.
  • Bawaneh, A. (2020). Science Teachers’ Satisfaction Level of Professional Development Programs in Enhancing their Teaching Practices. Talent Development & Excellence, 12, (3s), 1848-1865.
  • Bawaneh, A. (2021). The satisfaction level of undergraduate science students towards using e-learning and virtual classes in exceptional condition covid-19 crisis. Turkish Online Journal of Distance Education, 22(1):52-56. https://doi:10.17718/tojde.849882.
  • Bawaneh, A. K., Moumene, A. B. H., & Aldalalah, O. (2020). Gauging the Level of Reflective Teaching Practices among Science Teachers. International Journal of Instruction, 13(1), 695-712. https://doi.org/10.29333/iji.2020.13145a.
  • Bawaneh, A., and Moumene, A. (2021). Science Teachers’ Employment of Alternative Assessments for Gauging Students’ Learning. IGU Journal of Educational and Psychology Sciences. 29(1), 632 – 649. https://doi.org/10.33976/IUGJEPS.29.1/2021/29.
  • Bawaneh, A., Zain, A. N. M., & Salmiza, S. (2010: A). Radical conceptual change through teaching method based on constructivism theory for eight grade Jordanian students. The Journal of International Social Research, 3(14), 131-147. https://doi.org/10.5539/ies.v3n1p96.
  • Bawaneh, A., Zain, A. N. M., & Salmiza, S. (2010: B). Investigating students’ preferable learning styles based on Herrmann’s whole brain model for the purpose of developing new teaching method in modifying science misconceptions. Educational Research (ISSN: 2141-5161), International Research Journals, 1(9), 363-372.
  • Code, J., Ralph, R. and Forde, K. (2020), "Pandemic designs for the future: perspectives of technology education teachers during COVID-19", Information and Learning Sciences, Vol. 121 No. 5/6, pp. 419-431. https://doi.org/10.1108/ILS-04-2020-0112.
  • Gay, L. R. & Airasian, P. W. (2003). Educational research: Competencies for analysis and application. (7th Ed). Prentice Hall. USA.
  • Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. (9th Ed.). Upper Saddle River, NJ: Pearson, USA.
  • Glenda, K., Joslyn, H., & Mariel, P. (2019). Virtually connected. International Teacher Magazine (IMT). It was accessed on 20/03/2020. https://consiliumeducation.com/itm/2019/06/22/virtually-connected/.
  • Goldstein, D. (2020). Coronavirus Is Shutting Schools. Is America Ready for Virtual Learning? Educators experienced with remote learning warn that closures can affect children’s academic progress, safety, and social lives. Available at: https://www.nytimes.com/2020/03/13/us/virtual-learning-challenges.html.
  • Iyer, P., Aziz, K., Ojcius, DM. (2020). Impact of COVID‐19 on dental education in the United States. J Dent Educ. 2020; 84: 718– 722. https://doi.org/10.1002/jdd.12163.
  • Khlaif, Z. (2020). Coronavirus and digital equality in remote teaching in emergency situations. It was accessed on 20/04/2020, https://rb.gy/muc4cd
  • Malkawi, E., Bawaneh, A., and Bawa’aneh, M. (2021). Campus off, Education on UAEU Students’ Satisfaction and Attitudes Towards E-Learning and Virtual Classes During COVID 19 Pandemic. Contemporary Educational Technology. 13(1), ep283, https://doi.org/10.30935/cedtech/8708.
  • Miltiadou M., & Savenye W. C. (2003). Applying Social Cognitive Constructs of Motivation to Enhance Student Success in Online Distance Education, Educational Technology Review, 11 (1).

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Ali Khaled BAWANEH This is me (Primary Author)
University of Bahrain
0000-0002-0507-1743
Bahrain


Ehab MALKAWI This is me
United Arab Emirates University
0000-0002-6461-3741
United Arab Emirates

Supporting Institution Nothing
Project Number no project
Thanks Thank you
Publication Date January 1, 2023
Submission Date June 27, 2021
Acceptance Date May 10, 2022
Published in Issue Year 2023, Volume 24, Issue 1

Cite

APA Bawaneh, A. K. & Malkawı, E. (2023). STEM FACULTY MEMBERS’ PERSPECTIVES AND CHALLENGES TOWARDS DISTANCE LEARNING AND VIRTUAL CLASSES DURING COVID-19 OUTBREAK . Turkish Online Journal of Distance Education , 24 (1) , 246-261 . DOI: 10.17718/tojde.958068