العلاقة بين بعض العوامل المؤثرة في التدريس عن بعد وبعض المتغيرات الديموغرافية لدى أعضاء هيئة التدريس بجامعة الكويت خلال جائحة كوفيد-19

Abstract

Objectives: This study identified barriers associated with faculty members' engagement in remote teaching, and indicated the impact of some demographic variables on the classification of barriers, namely, personal, attitudinal, and contextual factors. Method: A descriptive approach was used for collecting and analyzing data. The questionnaire comprised two main sections: (1) the demographic characteristics and (2) factors that are categorized into three main categories: personal barriers, attitudinal factors and contextual factors. Data and Study Sample questionnaire was distributed to 1800 faculty members, and the response rate was 17% for a total of 309 respondents. Results: The results indicated that there were 28 significant barriers facing faculty members who teach remotely. Among the top two obstacles were ``cheating and plagiarism among students in remote teaching'' and the ``lack of laws and regulations toward remote teaching''. The results also revealed that female faculty members were less anxious toward remote teaching than were male faculty members. In addition, those who taught at humanities colleges were more anxious regarding remote teaching than were those who taught at science colleges. Furthermore, the more experience with teaching that faculty members have, the more resistant they are to virtual teaching. One implication of this study is that the traditional evaluation methods cannot simply be applied to remote teaching. Conclusion: Finally, this study recommends that policy makers should take the study results into consideration when developing remote teaching policies, especially in developing countries.