The Instructor Parameters of Transition to Fully Online Learning

Abstract

Online learning has an old background and is an efficient method if applied correctly. However, during the pandemic period, it has been faced with a negative perception due to the wrong practices brought about by the mandatory and rapid transition. During this pandemic term, most educational institutions have offered support in this process to explain the process to both their students and instructors. This study examined XXX University instructors’ perspectives regarding the emergency remote teaching period in terms of their professional experience, discipline area, online instruction experience, and whether they received training in online instruction. Quantitative research methods were used in the study. An online instructor’s emergency remote teaching perspective scale has been developed and used as a data collection tool. A significant difference has been found in the discipline areas, online instruction experience, and participation in training program. From the results of the research, the need to support the instructors according to the needs specific to the disciplines has been revealed, and it is recommended to investigate the relationships between selfcompetency for online teaching and the perception of institutional support in depth.

Science and Math Teachers’ Satisfaction Level towards the Electronic Educational Supervision

“…The finding of the average level of science and mathematics teachers' satisfaction with education supervisors was medium. This finding is considered good, but it is below the expected level, as it can be attributed to many factors, including the occurrence of this type of educational supervision due to the COVID-19 pandemic, which forced most educational and higher education institutions in the world to move towards virtual education and distance learning [2,3,15,40]. This means the lack of appropriate readiness in the school infrastructure, on the one hand, as well as the lack of readiness and ability of teachers and supervisors to provide education requirements.…”

“…There has been a need to reconsider the overall supervisory processes at the level of thought and practice proceeding from the role of educational supervision aiming at improving and developing the educational system in all its elements, as well as bringing about integration among them to ensure the improvement of the qualitative outputs of the different learning environments; the organizational structure of educational supervision requires professional development plans that enable supervisors to perform their duties efficiently and effectively, which means development of several skills, such as planning, leadership, mentoring, and technical resources that allow for a dynamic and creative environment [8,14,15].…”

“…As the scientific and technological progress is becoming significantly apparent globally, and nations' progress and development is increasingly measured through achievement and reform within their educational systems, the role of the supervisor in the success of educational system is becoming more important [15]. In light of the significant and surprising change witnessed in the educational system in exceptional circumstances in general and at the global level-the COVID-19 pandemic as a model, this forced educational institutions in public and university education to move from the face-to-face approach to the adoption of distance education and virtual classrooms, and then to use blended learning [2,3,[15][16][17].…”

“…Educational supervision was not far from that, so there was an urgent need for education supervisors to employ information technology and modern technologies to advance the educational process [21]. Therefore, supervision entered a new curve called electronic supervision, where training programs and supervisory methods can be applied through extensive use of information and communication technology [15].…”

“…Therefore, this relationship had to be based on the principle of cooperation and guidance to achieve professional growth for teachers in light of these conditions encountered in the educational process and for the electronic supervisor to be ready to guide and support the educational process. In this context, the researchers raised many observations and questions: What should education supervision during COVID-19 do to make the teaching-learning process effective, and does it carry out its tasks with its current means [3,15]?…”