Faculty Perceptions of Online Teacher Education Programs in Jordan: A Case Study
Keywords:Online Education, Faculty Perceptions, Teacher Training Programs
AbstractFaculty perception has long been recognized as an essential part of the online learning paradigm. This study examined facultyâ€™s perception of online teacher education programs at the Arab Open University-Jordan.Â In particular, it examined facultyâ€™s perceived values of (1) online educationâ€™s effectiveness, (2) teacher-student interactions, (3) institutional support and availability of technology, (4) teaching methods, and (5) studentsâ€™ performances. The study findings demonstrated the facultyâ€™s overall satisfaction with online education as an effective and challenging teaching medium in higher education. Yet, participating faculty preferred to have more face-to-face and blended courses in teacher training programs. Teacher-student interactions, students cheating, and true assessments of studentsâ€™ learning remained to be issues of concern for the faculty.
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