A comparative study of readiness and confidence in online teaching among faculty members in health and non-health colleges within the United Arab Emirates.
Sultan M Mosleh, Mohammed A Kasasbeh, Intima Alrimawi, Murad A Sawalha, Rami A Elshatarat, Ahmad R Saifan, Saed Azizeh, Mohammed I Yacoub, Mudathir M Eltayeb, Nermen A Mohamed
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Abstract
Introduction: This study explores and compares the levels of readiness and confidence among faculty members in health and non-health colleges regarding online teaching in the United Arab Emirates (UAE).
Materials and methods: The study adopted a cross-sectional research design and utilized a comprehensive survey instrument. A convenience sampling method was employed to enlist 412 faculty members from varied academic disciplines, comprising 278 from non-health programs and 134 from health programs. These participants offered valuable insights into their levels of preparedness and confidence for engaging in online teaching.
Results: The study uncovered nuanced differences in readiness and confidence levels between health and non-health colleges regarding online teaching preparedness. Significant gender-based variations were found, with female participants in health colleges reporting lower readiness (mean = 4.13) and confidence (mean = 4.11) compared to their counterparts in non-health colleges (mean = 4.43; mean = 4.52) (out of 5) (P < 0.05). Male participants in non-health colleges demonstrated higher readiness and confidence (P < 0.05). Academic rank and teaching experience (>5 years) positively influenced readiness and confidence (P < 0.05). Marital status, spouse working status, and years teaching online showed no significant differences. Teaching multiple online courses before and during the coronavirus disease 2019 (COVID-19) pandemic significantly enhanced readiness and confidence (P < 0.05). Professional development before and during the COVID-19 pandemic did not yield significant differences.
Conclusion: The study contributes to the existing literature on online education, offering valuable insights into the specific challenges and opportunities faced by faculty in health and non-health colleges. The results inform decision-making processes for educational institutions and policymakers in the UAE, emphasizing the evolving global landscape of online teaching.
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