Faculty Perceptions of Online Teacher Education Programs in Jordan: A Case Study

Authors

  • Amany Saleh Arkansas State University
  • Suhair A. Mrayan ARKANSAS STATE UNIVERSITY

Keywords:

Online Education, Faculty Perceptions, Teacher Training Programs

Abstract

Faculty perception has long been recognized as an essential part of the online learning paradigm. This study examined faculty’s perception of online teacher education programs at the Arab Open University-Jordan.  In particular, it examined faculty’s perceived values of (1) online education’s effectiveness, (2) teacher-student interactions, (3) institutional support and availability of technology, (4) teaching methods, and (5) students’ performances. The study findings demonstrated the faculty’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 students’ learning remained to be issues of concern for the faculty.

Author Biographies

Amany Saleh, Arkansas State University

Amany Saleh is a Profesor of Currciculum and Instruction and Comparatuve Education at the Center for Excellence in Education at Arkansas State University

Suhair A. Mrayan, ARKANSAS STATE UNIVERSITY

Suhair A. Mrayan is a doctoral student of Educational Leadership at the Center of Excellence in Education at Arkansas State University.

References

• Abbad, M. M., Morris, D. & De Nahlik, C. (2009). Looking under the bonnet: Factors affecting

• Student adoption of E-Learning systems in Jordan. International Review of Research in Open and Distance Learning, 10(2), 1-24

• Abouchedid K., Eid G. (2004). E-learning challenges in the Arab world: Revelations from a case Study profile. Quality Assurance in Education: An International Perspective. 12(1): 15 – 27.

• Abu Qudais, M., Al-Adhaileh, M. & Al-Omari, A. (2010). Senior faculty members' attitudes in

• Jordanian universities towards using Information and communication technology. International Arab Journal of e-Technology. 1(4): 135-141.

• Afshari, M., Bakar, K., Luan, W., Samah, B. & Fooi, F. (2009). Factors affecting teachers’ use of information and communication technology. International Journal of Instruction, 2(1): 77-104.

• Almarabeh, T. & Mohammad, H. (2013). E-learning in the Jordanian higher education system: Strengths, weakness, opportunities, and threats. Journal of American Science. 9(3): 281-287.

• Al-Shboul, M. (2013). The level of E-Learning integration at the University of Jordan: Challenges and Opportunities. International Education Studies, 6(4): 93-113.

• Arab Open University (2015). Retrieved on May 23, 2015 from: https://www.arabou.edu.kw/

• Cantoni, V., Cellario, M., & Porta, M. (2003, October). Perspectives and challenges in e learning: Towards natural interaction paradigms. Journal of Visual Languages and Computing, 15: 333-345.

• Castillo, D. (2002). Jordan says it will encourage distance programs in public and private universities. The Chronicle of Higher Education.

• Conrad, R. M., & Donaldson, J.A. (2012). Continuing to engage the online learner: More activities and resources for creative instruction. San Francisco: Jossey-Bass.

• Dirani, K.M. & Yoon, S.W. (2009). Exploring open distance learning at a Jordanian university: A case study. International Review of Research in Open and Distributed Learning, 10(2): 53-67.

• Gasaymeh, A. M. (2009) A study of faculty attitudes toward internet-based distance education: A survey of two Jordanian Public Universities. Retrieved on May 23, 2015 from: Keengwe, J., & Kidd, T. T. (2010). Towards best practices in online learning and teaching in higher education. Journal of Online Learning and Teaching, 6(2), 1-10.

• Maguire, L. (2005,). Literature review-faculty participation in online distance education: Barriers and motivators. Online Journal of Distance Learning Administration 8 (1).

• Mashhour, A. & Saleh, Z. (2010). Evaluating e-learning in Jordanian Institutions. Why is it lagging? The Quarterly Review of Distance Education, 11(4), 269-279.

• Mohamed, A. (2005). Distance Higher Education in the Arab Region: The Need for Quality Assurance Frameworks. Online Journal of Distance Learning Administration, 8(1), Retrieved Sept. 13, 2015 from http://www.westga.edu/~distance/ojdla/spring81/mohamed81.htm

• Nelson, J. (2003). Integration of course management system communication tools in instruction. Unpublished Dissertation, University of Tennessee, Knoxville, TN.

• Qteishat, M., Alshibly, H., Alqatawna, J., & Al, Ma’aitah, M. (2013). Factors influencing the adoption of e-Learning in Jordan: An extended TAM Model. European Journal of Business and Management, 5(18).

• Turkle, S.(2015, October). Talk to me: How to teach in an age of distraction. The Chronicle of Higher Education. LXII (6).

• Valentine, D. (2002). Distance learning: Promises, problems, and possibilities. Online Journal of Distance Learning Administration, V (III). Retrieved Sept.12, 2015, from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html

• Williams, P. (2002). The learning web: the development, implementation, and evaluation of Internet-based undergraduate materials for the teaching of key skills. Active Learning in Higher Education, 3(1): 361-384.

 

Downloads

Published

2017-01-02

How to Cite

Saleh, A., & Mrayan, S. A. (2017). Faculty Perceptions of Online Teacher Education Programs in Jordan: A Case Study. Asian Journal of Education and E-Learning, 4(6). Retrieved from https://ajouronline.com/index.php/AJEEL/article/view/4201

Issue

Vol. 4 No. 6 (2016): December 2016

Section

Articles

License

  • Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
  • It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
  • The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
  • The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  • The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.