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During the Emergency Remote Teaching period, educators widely adopted technology; however, the suitability of these tools for traditional classroom settings remains uncertain. A qualitative study in the United Arab Emirates involving 22 university faculty members explored their experiences with eLearning tools through focus groups and reflective logs. The research suggests that the perceived utility of these tools is context-dependent, emphasizing the need for an iterative approach tailored to departmental needs and structured support for faculty in implementing eLearning tools. The findings hold relevance for higher education management, guiding resource allocation and professional development.
During the COVID-19 pandemic, schools and universities hastily transitioned to Emergency Remote Teaching (ERT), facing initial challenges but ultimately overcoming concerns about the path of least resistance. Effective use of eLearning tools emerged as a potential enhancement to teaching and learning. As the ERT phase concluded, an opportunity arose to integrate innovative elements into face-to-face teaching, leading to the concept of blended learning (BL). Educational institutions in the UAE reopened with strict protocols, adopting a hybrid mode that combined in-person and online learning. While the hybrid model addressed enrollment demands and attrition issues, challenges arose in terms of teacher-student interaction and a sense of belonging for online learners. The successful implementation of eLearning tools depended on how and when they were used, along with educators’ self-efficacy in utilizing them, influencing the overall teaching and learning experience.
Researchers and educators emphasize the importance of high-quality curriculum content in blended and hybrid learning environment . The abundance of online resources requires users to be tech-savvy and carefully assess materials to optimize students’ learning experiences. Preparation, including content pre-testing and contingency planning, is crucial. Despite challenges, educators are urged to leverage newly acquired Emergency Remote Teaching (ERT) competencies to expand higher education post-pandemic. User acceptance, as per the Unified Theory of Acceptance and Use of Technology (UTAUT), plays a pivotal role, with constructs such as performance expectancy and social influence influencing attitudes toward technology use. Some studies during the pandemic applied the UTAUT model to gauge acceptance of teaching platforms like Blackboard and WhatsApp in different countries. In the post-ERT era, understanding the diverse needs of educators transitioning to the hybrid teaching model is crucial for improving teaching quality. Faculty technology use becomes increasingly imperative as higher education navigates uncharted territory. The emergence of language detection models like Chat GPT introduces challenges in plagiarism detection but also offers opportunities to enhance student engagement. Educators’ willingness to continue using technology post-ERT depends on various factors, and encouraging tool experimentation and sharing outcomes can facilitate the integration of educational technology in the post-pandemic classroom. Qualitative exploration of faculty experiences with tool usage provides valuable insights for selecting and using appropriate tools to enhance teaching and learning outcomes.
This action research study aimed to enhance faculty eLearning tool usage in the context of hybrid learning. Inspired by the varied technologies used during Emergency Remote Teaching (ERT) and existing literature, researchers created a community of practice for faculty to explore, implement, and reflect on eLearning tools. The study identified three user categories: novice, intermediate, and expert. Despite challenges, participants, especially intermediate and expert users, recognized the advantages of tools in achieving teaching and learning goals.
The UTAUT model informed the analysis, revealing themes such as faculty and student advantages, disadvantages, and unique features of tools. Performance expectancy (PE) and effort expectancy (EE) played crucial roles, with participants valuing tools that enhanced interaction and usability. Recommendations included training for consistent quality and addressing technical challenges. The study emphasized the need for both faculty and institutions to contribute to a conducive environment for technology adoption.
The research aimed to facilitate faculty experimentation with eLearning tools rather than mandate their long-term use. Developing communities of practice was suggested to overcome potential disadvantages and empower faculty in decision-making. The findings are relevant to higher education stakeholders, advocating for knowledge exchange and community-building to optimize teaching and learning practices using eLearning tools. The study acknowledges limitations, including potential bias in participant selection and the need for further research on specific departments and long-term tool usage.
In conclusion, the project highlighted the motivations and perceptions of faculty regarding eLearning tools in the hybrid learning environment. The findings underscored the importance of a tailored, participatory approach to tool adoption, encouraging faculty reflection and input in decision-making processes. Despite limitations, the study provides valuable insights into navigating the challenges and opportunities of integrating technology in teaching and learning.
Source:
Rashita Puthiya, Philip Anderson, Conchita Fonseca & Lynda Hyland (2023) Technology adoption in a hybrid learning environment: An action research study among university faculty in the UAE, Interactive Learning Environments, DOI: 10.1080/10494820.2023.2290020