Attitudes of University Professors towards Distance Education during the COVID-19 Pandemic

Autor/inn/en	Hamida, Souraya; Hazhazi, Kamel; Kadri, Abdelhafid
Titel	Attitudes of University Professors towards Distance Education during the COVID-19 Pandemic
Quelle	In: Acta Educationis Generalis, 12 (2022) 2, S.77-89 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2585-7444
DOI	10.2478/atd-2022-0015
Schlagwörter	College Faculty; Teacher Attitudes; Distance Education; School Closing; COVID-19; Pandemics; Gender Differences; Barriers; Educational Technology; Technology Uses in Education; Foreign Countries; Intellectual Disciplines; Algeria + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Geschlechterkonflikt; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Geisteswissenschaften; Algerien
Abstract	Introduction: With the spread of the COVID-19 pandemic, we wanted to study the attitudes of university professors towards distance education during the home-quarantine period. Methods: The sample of the study included 426 professors from 37 universities across the country. The study used the questionnaire as a tool to collect information, based on electronic distribution. Besides, the descriptive method was used to analyse the results. Results: Findings revealed positive trends among university professors towards distance learning during the home-quarantine period. In addition, the results indicated that distance learning can be adopted by both sexes without any additional special features. Moreover, the finding demonstrated positive attitudes towards distance learning with non-significant differences concerning their speciality. It means that professors' speciality was not a hindrance in the distance learning process. Furthermore, the results suggested that distance learning could be one of the promising pedagogical technologies for higher education in Algeria. Discussion: We conclude that the distance learning is a good alternative to the classic traditional system. Also, it facilitates the training and qualification process for the student. Moreover, professors have a positive attitude towards the distance learning process. In addition, the gender and the academic speciality do not affect the attitude among professors towards the use of distance learning. Limitations: The study results are only regionally generalisable because the study data were only collected in Algeria. Conclusions: Distance learning is a good alternative in these current circumstances. In addition, professors have a positive attitude towards the distance learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01