Abstract
Research on faculty engagement in computer science and e-learning environments is limited. Students in computer science majors and courses often cite the lack of engagement of their faculty as a reason for their decision to switch majors, drop out or perform poorly. With the shift to e-learning associated with the current global pandemic, reports of faculty engagement across countries and higher education systems converged to indicate a reduced level of interactivity. Using a cross-sectional sample of 39 lecturers and professors from a southern public university in Saudi Arabia, this manuscript documents empirically the low levels of computer science faculty engagement during the 2020 spring semester (March–May). The study found support for the hypotheses linking higher levels of empathetic instruction, an exhibition of exemplary performance traits, utilization of community building strategies and use of storytelling and students’ engagement. The study also found that many faculties need immediate and significant training on making their online instruction more interactive and exciting. Theoretically, the evidence presented confirms the importance of faculty engagement as the main predictor of desirable students’ outcomes across e-learning, as well as computer science learning environments.
Highlights
The National Academies of Sciences, Engineering and Medicine found that introductory computer science courses lack creativity and interactivity leaving many students disinterested in the discipline [1]
Association concluded that students’ apathy, disinterest and abstention from computer science courses is explained by the absence of interactivity, energy and passion exhibited by faculty in the classroom [15,16,17,18,19]
This research is a quantitative cross-sectional design study investigating the association between faculty engagement and students’ engagement in Saudi Arabia
Summary
The National Academies of Sciences, Engineering and Medicine found that introductory computer science courses lack creativity and interactivity leaving many students disinterested in the discipline [1]. Theoretical links between recommended faculty engagement practices and students’ outcomes have not been assessed in the Saudi context nor the computer science e-learning environment [39,40,41,42]. Measures of faculty engagement applicable to the instructional staff working in Saudi Arabia are unavailable [43,44,45,46]. This research addresses such gaps in the literature by presenting the findings of a new original empirical investigation of Saudi’s computer science faculty engagement in an e-learning environment in an attempt to improve instruction and enhance students’ retention
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