Ready or Not: Gulf Country Teachers' Challenges toward Teaching Online Courses in Emergency Cases in Higher Education

Autor/inn/en	Zayeb, Alaa J.; Larkins, Randy J.; Alsalim, Monirah S.; Albloushi, Shaima A.
Titel	Ready or Not: Gulf Country Teachers' Challenges toward Teaching Online Courses in Emergency Cases in Higher Education
Quelle	In: World Journal of Education, 12 (2022) 1, S.52-62 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Online Courses; Teaching Methods; Technological Literacy; Pedagogical Content Knowledge; Foreign Countries; Barriers; Higher Education; Teacher Attitudes; Computer Mediated Communication; Computer Assisted Testing; Teacher Competencies; Nonverbal Communication; Distance Education; Cross Cultural Studies; Educational Change; Faculty Development; Pandemics; COVID-19; Blended Learning; Teacher Characteristics; College Faculty; Saudi Arabia; Kuwait + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Pädagogische Kompetenz; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Computerkonferenz; Lehrkunst; Non-verbal communication; Nonverbale Kommunikation; Distance study; Distance learning; Fernunterricht; Cultural comparison; Kulturvergleich; Bildungsreform; Fakultät; Saudi-Arabien
Abstract	The purpose of this study was to determine the challenges faced by teachers from the Arabian Gulf countries of Saudi Arabia and Kuwait while teaching virtual online courses. Because online learning in higher education in these countries had not occurred before the current pandemic, the teachers and students faced new challenges for the first time, including online communication, inadequate training, insufficient practice, and incompetence in online assessment. Seventy-six teachers of higher education in Kuwait or Saudi Arabia participated in this study, which was a survey created by the first author to determine the effectiveness of communication, training, practicing and assessing students' performance during the pandemic. Results indicated that no differences were found between the two countries; while participants felt that training was adequate for the task of converting to remote teaching, they were concerned about nonverbal aspects of communication and assessing online work. Suggestions included obtaining participants from other Gulf countries, refining the survey, and involving different types of institutions such as private colleges. The results of this study imply that for many teachers, improvements in communication and assessment are necessary to improve online teaching, which is likely to continue in these countries after the pandemic is over. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01