Assessing teachers’ competencies in teaching and learning using distance education

Abstract

Educators responded to the corona epidemic period by using virtual education. This article examines the perceptions of first three grade teachers in Jordan toward attaining teaching competencies in the field of distance education. Data were collected using a survey technique and a questionnaire with a reliability coefficient of 0.82. The results suggested competencies linked to online teaching. The results provided insight into the skills and experiences that were possessed to varying degrees: e-course management placed first in terms of relevance with a relative mean (65%), followed by computer applications (50%), networks (47%), and educational materials design (42%). There were no statistically significant differences based on gender and academic qualifications. Therefore, the findings improve teachers’ lack of distance learning professional competencies.