صعوبات التعليم الإلكتروني لدى أعضاء هيأة التدريس بكلية الآداب جامعة بنغازي

Abstract

The current study aimed to identify the electronic difficulties learning which facing faculty members at the Faculty of Arts at the University of Benghazi, and to identify the responses to the electronic difficulties learning facing faculty members at the Faculty of Arts according to the two variables (gender and qualification). In addition to revealing, the existence of a statistically significant correlation between the difficulties of electronic learning facing faculty members at the Faculty of Arts at the University of Benghazi and the variable of experience. The study population consisted of faculty members at the Faculty of Arts, University of Benghazi during the academic year 2020-2021, from which a simple random sample of (110) faculty members was drawn. To achieve the objectives of the study, the two researchers used the questionnaire as a means of data collection, and its validity and reliability confirmed. To analyze the study data, the (SPSS) program used, where the arithmetic means, standard deviations, t-test, and Pearson's correlation coefficient used. The study concluded that, the level of electronic difficulties learning facing faculty members at the Faculty of Arts at the University of Benghazi in its final form was at a high degree; and there are no statistically significant differences in the electronic difficulties learning facing faculty members at the Faculty of Arts at the University of Benghazi due to the variables of gender and academic qualification. Moreover, there is no statistically significant correlation between the electronic difficulties learning which facing faculty members at the Faculty of Arts at the University of Benghazi and the variable of the experience.