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


  • Amany Saleh Arkansas State University


Online Education, Faculty Perceptions, Teacher Training Programs


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


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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