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الرئيسية > Online Teachers:>الوصف

Online Teachers: Stepping out of the Comfort Zone is a Must

المصدر: المجلة العلمية لجامعة الملك فيصل - العلوم الإنسانية والإدارية
الناشر: جامعة الملك فيصل
المؤلف الرئيسي: Abdelhadi, Amina (Author)
المجلد/العدد: مج23, ع1
محكمة: نعم
الدولة: السعودية
التاريخ الميلادي: 2022
الصفحات: 82 - 86
ISSN: 1319-6944
رقم MD: 1183536
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EcoLink, HumanIndex
مواضيع:
التعليم الجامعي | التعليم الإلكتروني | اللغة الإنجليزية | طرق التدريس | أعضاء هيئة التدريس
كلمات المؤلف المفتاحية:
Higher Education | Online Course | Perception | Readiness | Resistance | Willingness
رابط المحتوى:
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المستخلص: The urgent shift to the online instructional environment has produced unprecedented challenges for teachers and placed new obligations on them. In this context, the study at hand investigated higher education teachers’ perceptions of the effectiveness of online teaching, their readiness to teach online and their willingness to teach outside their comfort zone. To this end, an online survey was conducted with 24 EFL (English as a Foreign Language) teachers from various Algerian universities using a questionnaire created in Google Forms. The obtained results reveal that the majority of the EFL teachers perceive online teaching as less effective than face-to-face teaching due to three key factors: technological constraints, learners’ unpreparedness, teachers’ technophobia and health issues. Though it was mandatory for them to teach online at the beginning of the lockdown in March, the teachers’ responses imply a low level of personal and contextual readiness, which, in turn, affected their willingness to teach online. This study highlights the correlation between teachers’ readiness and willingness to teach online. It indicates that a high level of readiness can help the teacher adapt to the change, reduce resistance and ensure the constant extension of their comfort zone. This study ends with some practical suggestions and a number of opportunities for future research.
ISSN: 1319-6944

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