Faculty Members' Attitude, Perceived Barriers, and Motivators toward Using E-Learning in University Education

Abstract

Context: E-learning is an important trend for faculty members and students teaching and learning, which needs overcoming barriers and enhancing motivators for the successful implementation of educational programs.
 Aim: To explore the faculty members' attitudes, perceived barriers, and motivators toward using e-learning in university education.
 Methods: Descriptive correlational design was used to achieve the study's aim on 110 faculty members in Nursing Faculties at Mansoura, and Zagazig Universities, Egypt. They were chosen through a convenience sampling to participate in the study. One questionnaire was used to undertake the study and had four parts: Personal data, faculty attitude towards e-learning scale, possible barriers, and motivators.
 Results: 54.5% of the studied sample was from Mansoura University, 92.7% of them were females, 38.2% were lecturers, 31.8% of them aged from 31-35 years old, and 30% of them had 5-10 years of experience. More than 75% of studied faculty members have a positive attitude toward using e-learning in university education. Access to students was the top-most barrier as perceived by the faculty members (42.7%). Better internet bandwidth at the workplace is the top-most motivating factor and professional incentives to use e-learning. Both were mentioned by 30% of the studied faculty members.
 Conclusion: There is a highly significant positive correlation between faculty attitude and motivators and a significant negative correlation between perceived barriers and motivators. At the same time, there is no significant correlation between faculty attitude and perceived barriers. No significant correlation between personal characteristics of the studied sample and faculty members' attitudes, perceived barriers, and motivators toward using E-learning in Mansoura and Zagazig Universities except for gender and faculty barriers only in Mansura University. The study recommended enhancing the basics of e-learning within the plan for dealing with crises, improving infrastructure, and providing a training environment for faculty staff to enhance e-learning, activating interactive education by setting up discussion sessions on the course topics' sidelines—full activation of the e-learning system through assignments and short tests. Paying attention to student feedback and taking the necessary corrective measures are also recommended.