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Critical Factors Influencing Faculty's Swift Transition Experiences to Virtual Learning Environments during Emergencies: A Mixed-Methods Study of a Semi-Government Emirati University

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Title: Critical Factors Influencing Faculty's Swift Transition Experiences to Virtual Learning Environments during Emergencies: A Mixed-Methods Study of a Semi-Government Emirati University
Language: English
Authors: Semiyu Adejare Aderibigbe (ORCID 0000-0002-1155-1348), Maher Omar (ORCID 0000-0003-3077-1263), Hussein Elmehdi (ORCID 0000-0002-8536-190X), Laura Colucci-Gray (ORCID 0000-0003-0390-7364), Khaled Hamad (ORCID 0000-0002-8110-1115), Abdallah Shanableh (ORCID 0000-0002-9808-4120), Hussein Al-Othman (ORCID 0000-0001-8369-6506), Mohamed Hassan Taha (ORCID 0000-0003-0808-5590), Wiam Elshami (ORCID 0000-0003-1342-7452)
Source: Turkish Online Journal of Distance Education. 2025 26(2):228-251.
Availability: Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, COVID-19, Pandemics, College Faculty, Teaching Methods, Distance Education, Electronic Learning, Technology Integration, Computer Assisted Instruction, Computer Assisted Testing, Learner Engagement, Instructional Development, Professional Development, Gender Differences, Age Differences, Teaching Experience, Strategic Planning, Educational Policy, Technical Support, Educational Change, Resilience (Psychology)
Geographic Terms: United Arab Emirates
ISSN: 1302-6488
Abstract: The COVID-19 pandemic precipitated a rapid shift to virtual learning environments (VLEs) in higher education institutions (HEIs), presenting a complex array of challenges and opportunities. This study investigates the critical factors influencing faculty members' swift transition to VLEs during emergencies, focusing on a semi-government Emirati university. Using a concurrent mixed-methods approach for data collection, the analysis incorporates both descriptive statistics and Structural Equation Modeling (SEM) for quantitative data, as well as thematic analysis for qualitative data. The results reveal various challenges faculty face, including reduced student engagement, limited prior experience in online teaching, and technological barriers. However, the transition also unveiled opportunities to enhance teaching and learning through innovative pedagogical strategies and technology-enhanced platforms. The SEM analysis elucidated the effects of demographic variables such as gender, age, and years of experience on adopting e-learning tools and the support received during the transition. These insights are critical for HEIs, guiding strategic decision-making to optimize VLE implementation. The study offers several recommendations, including customized training programs, policy revisions, reduced teaching loads, enhanced technological support, and the incorporation of innovative teaching methods. These strategies are essential for strengthening VLE deployment in HEIs, enhancing resilience during emergencies, and fostering ongoing educational improvements.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466252
Database: ERIC
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  Data: Critical Factors Influencing Faculty's Swift Transition Experiences to Virtual Learning Environments during Emergencies: A Mixed-Methods Study of a Semi-Government Emirati University
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  Data: <searchLink fieldCode="AR" term="%22Semiyu+Adejare+Aderibigbe%22">Semiyu Adejare Aderibigbe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1155-1348">0000-0002-1155-1348</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maher+Omar%22">Maher Omar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3077-1263">0000-0003-3077-1263</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hussein+Elmehdi%22">Hussein Elmehdi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8536-190X">0000-0002-8536-190X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Colucci-Gray%22">Laura Colucci-Gray</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0390-7364">0000-0003-0390-7364</externalLink>)<br /><searchLink fieldCode="AR" term="%22Khaled+Hamad%22">Khaled Hamad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8110-1115">0000-0002-8110-1115</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abdallah+Shanableh%22">Abdallah Shanableh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9808-4120">0000-0002-9808-4120</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hussein+Al-Othman%22">Hussein Al-Othman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8369-6506">0000-0001-8369-6506</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohamed+Hassan+Taha%22">Mohamed Hassan Taha</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0808-5590">0000-0003-0808-5590</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wiam+Elshami%22">Wiam Elshami</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1342-7452">0000-0003-1342-7452</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Turkish+Online+Journal+of+Distance+Education%22"><i>Turkish Online Journal of Distance Education</i></searchLink>. 2025 26(2):228-251.
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  Data: Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22United+Arab+Emirates%22">United Arab Emirates</searchLink>
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  Data: 1302-6488
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The COVID-19 pandemic precipitated a rapid shift to virtual learning environments (VLEs) in higher education institutions (HEIs), presenting a complex array of challenges and opportunities. This study investigates the critical factors influencing faculty members' swift transition to VLEs during emergencies, focusing on a semi-government Emirati university. Using a concurrent mixed-methods approach for data collection, the analysis incorporates both descriptive statistics and Structural Equation Modeling (SEM) for quantitative data, as well as thematic analysis for qualitative data. The results reveal various challenges faculty face, including reduced student engagement, limited prior experience in online teaching, and technological barriers. However, the transition also unveiled opportunities to enhance teaching and learning through innovative pedagogical strategies and technology-enhanced platforms. The SEM analysis elucidated the effects of demographic variables such as gender, age, and years of experience on adopting e-learning tools and the support received during the transition. These insights are critical for HEIs, guiding strategic decision-making to optimize VLE implementation. The study offers several recommendations, including customized training programs, policy revisions, reduced teaching loads, enhanced technological support, and the incorporation of innovative teaching methods. These strategies are essential for strengthening VLE deployment in HEIs, enhancing resilience during emergencies, and fostering ongoing educational improvements.
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  Data: EJ1466252
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