Professors’ perceptions of distance education in virtual environments: The case of the Education Faculty of University of Al-Yarmouk (Jordan)

Oassim Mahmoud Oassim-Al-shboul, Clemente Sabiote, José Álvarez-Rodríguez

Abstract


The goal of this study is to determine the perceptions that the teaching staff of the Faculty of Education at University of Al-Yarmouk (Jordan) have of the implementation of distance learning in virtual environments, more specifically, the professors’ opinion of the potential and limitations of this educational strategy. To fulfil this goal, we developed a survey study. The main findings indicate that, overall, distance education in virtual environments has earned a good opinion among the professors who participated in the study, although the potential benefits of distance education are the most highly valued dimension. The professors rank the dimensions of goals and difficulties in implementing this educational strategy second, and planning the third and lowest dimension. Further, some identifying variables (e.g., department, gender) show statistically significant differences relative to the dimensions of the scale used.


Keywords


Educational Technology. Distance Education. Virtual Environments.

Full Text:

PDF

References


Agdas, D., Washington, S., Ellis, R. D., Agdas, S. & Dickrell, P. (2014). Analysis of distance learner value assessment of distance education in engineering. Journal of Professional Issues in Engineering Education and Practice, 140(1), 201-220. (DOI 10.1061/(ASCE)EI.1943-5541.0000174). Anderson, T. (2013). Open access scholarly publications as OER. International Review of Research in Open and Distance Learning, 14(2), 81-95. Retrieved from http://search.proquest.com/docview/1413414233?accountid=14542 (10-01-2014) Ayzemberg, C. E. (2009). Análisis de las estrategias de aprendizaje/enseñanza en un contexto de educación a distancia: E-learning. Published Doctoral Thesis (University of Granada). Retrieved from http://digibug.ugr.es/bitstream/10481/2198/2/17914085.pdf.txt. (12-01-2014) Barr, B. A. & Miller, S. F. (2013). Higher education: The online teaching and learning experience. (Report). Retrieved from http://search.proquest.com/docview/1413415711?accountid=14542 (11-01-2014) Cabero, J., Llorente, M. C. & Puentes, A. (2010). La satisfacción de los estudiantes en red en la formación semipresencial. Comunicar, 35, 149-157. Castañedo, C. (2003). El rol del profesor en la transición de la enseñanza presencial al aprendizaje «on line». Comunicar, 21, 49-55. Langley, C. A.; Marriott, J.F.; Belcher, D.; Wilson, Keith A.; Lewis, P. (2004).The attitudes of students and academic staff towards electronic course support–are we convergent? Pharmacy Education 4(2):57-61. (DOI: 10.1080/15602210410001727236). Gallego, R. A. & Martínez, E. (2008). Estilos de aprendizaje y e-learning. Hacia un mayor rendimiento académico. Retrieved from www.um.es/ead/red/7/estilos.pdf (14-01-2014). Garman, J. F., Crider, D A. & Teske, C. J. (1999). Course selection determinants: A comparison of "distance learning" and "traditional" wellness and physical education programming. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED430479 (11-01-2014). Gary, W. (2002).Satisfaction, academic rigor and interaction: Perception of online instruction. Education Journal, 125(3), 460-468. Gómez-Escalonilla, G., Santín, M. & Mathieu, G. (2011). La educación universitaria on-line en el periodismo desde la visión del estudiante. Comunicar, 37, 73-80. Gronn, D., Romeo, G., McNamara, S. & Teo, Y. H. (2013). Web conferencing of pre-service teachers' practicum in remote schools. Journal of Technology and Teacher Education, 21(2), 247-271. Hinojo, F. J., Aznar, I. & Cáceres, M. P. (2009). Percepciones del alumnado sobre el blended learning en la universidad. Comunicar, 33, 165-174. Hu, J., Yang, C. & Chen, C. (2014). R&D efficiency and the national innovation system: An international comparison using the distance function approach. Bulletin of Economic Research, 66(1), 55-71. (DOI: 10.1111/j.1467-8586.2011.00417.x). Imbernón, F., Silva, P. & Guzmán, C. (2011). Competencias en los procesos de enseñanza-aprendizaje virtual y semipresencial. Comunicar, 36, 107-114. Jones, T. E., Linder, R. J., Murphy, H.T. & Dooley, K. (2005). Faculty philosophical position towards distance education: Competency, value, and educational technology support. Journal of Distance Learning Administration Contents, 2(1), 1-10. Kuo, Y., Walker, A. E., Belland, B. R. & Schroder, K. E. (2013). A predictive study of student satisfaction in online education programs. International Review of Research in Open and Distance Learning, 14(1), 16-39. Kuo, Y., Walker, A. E., Schroder, K. E. E. & Belland, B. R. (2014). Interaction, internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35-50. Lynne, M. P., Joseph, P. & Jurczyk, M. B. A. (2003). Perceptions of faculty on the effect of distance learning technology on faculty preparation time. Journal of Distance Learning Administration. 1(111), 1-10. McConnell, T. J., Parker, J. M., Eberhardt, J., Koehler, M. J. & Lundeberg, M. A. (2013). Virtual professional learning communities: Teachers' perceptions of virtual versus face-to-face professional development. Journal of Science Education and Technology, 22(3), 267-277. Melody, A., Heidi, P., Lila, W. & Jensen, Z. (2002). Distance education issues as perceived by faculty and students, OSRA Conference Beo, 1-12 Retrieved from http://files.eric.ed.gov/fulltext/EJ904063.pdf. (11-01-2014). Meyers, C.B.; Bennet, D.; Brown, G. & Henderson, T (2004). Emerging online learning environment on study learning: An analysis of faculty perceptions. Educational Technology & Society, 7 (1), 78-86. Schifter, C. (2000). Faculty participation in asynchronous learning networks: A case study of motivating and inhibiting factors. Journal of E-Learning, 4(1), 15-22. Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A. & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers and Education, 72, 271-291. Sharon, S. & Fesna, B..(2005).Graduate faculty perceptions of online teaching. The Quarterly Review of Distance Learning, 6(2), 155-160. Steinbeck, R. (2011). El «design thinking» como estrategia de creatividad en la distancia. Comunicar, 37, 27-35. Taylor, J. A. & Newton, D. (2013). Beyond blended learning: A case study of institutional change at an Australian regional university. Internet and Higher Education, 18, 54-60. Tsai, C. (2005). Preferences to word internet-based learning environments: High school students’ perspectives for science learning. Educational Technology & Society, 8(2), 203-213. Tsui, C., Zhang, W., Jedede, O. J., Fowie, F. & Kwok, L. (1999). Perception of administrative styles of open and distance learning institutions in Asia: A comparative study, Hong Kong: Hong Kong University Press, 1-10. Retrieved from http://www.ouhk.edu.hk/CRIDAL/papers/tsuic2.pdf (14-01-2014). Vélez, J.B. (2009). Entorno de Aprendizaje Virtual Adaptativo Soportado por un Modelo de Usuario Integral. Doctoral thesis. University of Girona. [Online]. Retrieved from: http://tdx.test.cesca.es/bitstream/handle/10803/7583/tjbvr.pdf?sequence=1 (16-01-2014). Weerakoon, P. (2003). Evaluation of on-line learning and students’ perception of workload. The University of Sydney, Lidcombe, NSW, Australia, 1-15. Retrieved from http://surveys.canterbury.ac.nz/herdsa03/pdfsref/y1194.pdf (16.-01-2014). Zheng, C. S. (2014). Research on optimal communication methods in long-distance education networks. (Conference paper). Retrieved from www.scopus.com (16-01-2014).


Refbacks

  • There are currently no refbacks.


Licencia Creative Commons

ISSN 2013-9144

 

RCUB revistesub@ub.edu Avís Legal RCUB Universitat de Barcelona