CRITICAL FACTORS INFLUENCING FACULTY’S SWIFT TRANSITION EXPERIENCES TO VIRTUAL LEARNING ENVIRONMENTS DURING EMERGENCIES: A MIXED-METHODS STUDY OF A SEMI-GOVERNMENT EMIRATI UNIVERSITY

Year 2025, Volume: 26 Issue: 2, 228 - 251, 01.04.2025

Semiyu Adejare Aderibigbe , Maher Omar Hussein Elmehdi , Laura Colucci-gray , Khaled Hamad , Abdallah Shanableh Hussein Al- Othman , Mohamed Hassan Taha Wiam Elshami

Abstract

The COVID-19 pandemic precipitated a rapid shift to virtual learning environments (VLEs) in higher education institutions (HEIs), presenting a complex array of challenges and opportunities. This study investigates the critical factors influencing faculty members’ swift transition to VLEs during emergencies, focusing on a semi-government Emirati university. Using a concurrent mixed-methods approach for data collection, the analysis incorporates both descriptive statistics and Structural Equation Modeling (SEM) for quantitative data, as well as thematic analysis for qualitative data. The results reveal various challenges faculty face, including reduced student engagement, limited prior experience in online teaching, and technological barriers. However, the transition also unveiled opportunities to enhance teaching and learning through innovative pedagogical strategies and technology-enhanced platforms. The SEM analysis elucidated the effects of demographic variables such as gender, age, and years of experience on adopting e-learning tools and the support received during the transition. These insights are critical for HEIs, guiding strategic decision-making to optimize VLE implementation. The study offers several recommendations, including customized training programs, policy revisions, reduced teaching loads, enhanced technological support, and the incorporation of innovative teaching methods. These strategies are essential for strengthening VLE deployment in HEIs, enhancing resilience during emergencies, and fostering ongoing educational improvements.

Keywords

Virtual learning environments, higher education institutions, crisis situations, teaching and learning, structural equation modeling

Ethical Statement

We confirm that we received the University Research Board to conduct the study ethically, being a funded university project. In addition, we got the ethical clearance of the College of Arts, Humanities and Social Sciences’ Scientific Research Committee to undertake the research. All the faculty who participated in the study also consented electronically to participate willingly.

Supporting Institution

University of Sharjah, Sharjah, United Arab Emirates

Project Number

V.C.R.G/R.438/2020

Thanks

We thank the University of Sharjah for providing a special COVID-19 research fund in support of the study. We also appreciate the colleagues who participated in the study.

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