Critical Factors Influencing Faculty's Swift Transition Experiences to Virtual Learning Environments during Emergencies: A Mixed-Methods Study of a Semi-Government Emirati University
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| Udgivet i: | Turkish Online Journal of Distance Education vol. 26, no. 2 (2025), p. 228 |
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| Andre forfattere: | , , , , , , , |
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Anadolu University
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| Fag: | |
| Online adgang: | Citation/Abstract Full text outside of ProQuest |
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MARC
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|---|---|---|---|
| 001 | 3206873489 | ||
| 003 | UK-CbPIL | ||
| 035 | |a 3206873489 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1466252 | ||
| 100 | 1 | |a Semiyu Adejare Aderibigbe | |
| 245 | 1 | |a Critical Factors Influencing Faculty's Swift Transition Experiences to Virtual Learning Environments during Emergencies: A Mixed-Methods Study of a Semi-Government Emirati University | |
| 260 | |b Anadolu University |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a The COVID-19 pandemic precipitated a rapid shift to virtual learning environments (VLEs) in higher education institutions (HEIs), presenting a complex array of challenges and opportunities. This study investigates the critical factors influencing faculty members' swift transition to VLEs during emergencies, focusing on a semi-government Emirati university. Using a concurrent mixed-methods approach for data collection, the analysis incorporates both descriptive statistics and Structural Equation Modeling (SEM) for quantitative data, as well as thematic analysis for qualitative data. The results reveal various challenges faculty face, including reduced student engagement, limited prior experience in online teaching, and technological barriers. However, the transition also unveiled opportunities to enhance teaching and learning through innovative pedagogical strategies and technology-enhanced platforms. The SEM analysis elucidated the effects of demographic variables such as gender, age, and years of experience on adopting e-learning tools and the support received during the transition. These insights are critical for HEIs, guiding strategic decision-making to optimize VLE implementation. The study offers several recommendations, including customized training programs, policy revisions, reduced teaching loads, enhanced technological support, and the incorporation of innovative teaching methods. These strategies are essential for strengthening VLE deployment in HEIs, enhancing resilience during emergencies, and fostering ongoing educational improvements. | |
| 651 | 4 | |a United Arab Emirates | |
| 653 | |a Foreign Countries | ||
| 653 | |a COVID-19 | ||
| 653 | |a Pandemics | ||
| 653 | |a College Faculty | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Distance Education | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Technology Integration | ||
| 653 | |a Computer Assisted Instruction | ||
| 653 | |a Computer Assisted Testing | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Instructional Development | ||
| 653 | |a Professional Development | ||
| 653 | |a Gender Differences | ||
| 653 | |a Age Differences | ||
| 653 | |a Teaching Experience | ||
| 653 | |a Strategic Planning | ||
| 653 | |a Educational Policy | ||
| 653 | |a Technical Support | ||
| 653 | |a Educational Change | ||
| 653 | |a Resilience (Psychology) | ||
| 700 | 1 | |a Maher, Omar | |
| 700 | 1 | |a Elmehdi, Hussein | |
| 700 | 1 | |a Colucci-Gray, Laura | |
| 700 | 1 | |a Hamad, Khaled | |
| 700 | 1 | |a Shanableh, Abdallah | |
| 700 | 1 | |a Al-Othman, Hussein | |
| 700 | 1 | |a Mohamed Hassan Taha | |
| 700 | 1 | |a Elshami, Wiam | |
| 773 | 0 | |t Turkish Online Journal of Distance Education |g vol. 26, no. 2 (2025), p. 228 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3206873489/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1466252 |