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E-Learning Patterns and Their Relationship to Effective Digital Teaching Skills

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Title: E-Learning Patterns and Their Relationship to Effective Digital Teaching Skills
Language: English
Authors: Saleh Hammad (ORCID 0000-0003-3401-2328), Anan Abu Mariam (ORCID 0000-0001-8712-2059), Hatem Shlool, Khalaf Diabat (ORCID 0000-0001-6531-2396), Mohammad Mutawe (ORCID 0009-0008-1775-6900)
Source: Journal of Education and e-Learning Research. 2026 13(1):21-26.
Availability: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Peer Reviewed: Y
Page Count: 6
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Electronic Learning, Teaching Skills, Instructional Effectiveness, College Faculty, Synchronous Communication, Asynchronous Communication, Technology Uses in Education, Student Attitudes, Teaching Methods, Undergraduate Students, Foreign Countries, Universities, Teacher Effectiveness
Geographic Terms: Jordan
ISSN: 2518-0169
2410-9991
Abstract: This study investigates the relationship between e-learning patterns and effective digital teaching skills among faculty members in the College of Educational Sciences at Al-Ahliyya Amman University, as perceived by students. The research assessed the extent to which faculty implement synchronous and asynchronous e-learning strategies and apply digital teaching practices in planning, implementation, and assessment. A quantitative descriptive survey was employed, and data were collected from 238 undergraduate students during the 2023-2024 academic year. A validated questionnaire measured students' perceptions of faculty members' digital teaching performance and use of e-learning modalities. Data analysis was conducted using SPSS version 27, including descriptive statistics, internal consistency analysis (Cronbach's alpha), and Pearson correlation. Results showed that both synchronous and asynchronous e-learning were used at a moderate level, with a slight preference for synchronous methods. Similarly, digital teaching skills--particularly in planning, management, implementation, and assessment--were also moderate. A strong positive correlation (r = 0.901, p < 0.05) was found between e-learning adoption and digital teaching proficiency. The study highlights the need for professional development programs and institutional support to enhance faculty readiness for technology-integrated teaching and improve the quality of digital education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507247
Database: ERIC
FullText Text:
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  Data: E-Learning Patterns and Their Relationship to Effective Digital Teaching Skills
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  Data: This study investigates the relationship between e-learning patterns and effective digital teaching skills among faculty members in the College of Educational Sciences at Al-Ahliyya Amman University, as perceived by students. The research assessed the extent to which faculty implement synchronous and asynchronous e-learning strategies and apply digital teaching practices in planning, implementation, and assessment. A quantitative descriptive survey was employed, and data were collected from 238 undergraduate students during the 2023-2024 academic year. A validated questionnaire measured students&#39; perceptions of faculty members&#39; digital teaching performance and use of e-learning modalities. Data analysis was conducted using SPSS version 27, including descriptive statistics, internal consistency analysis (Cronbach&#39;s alpha), and Pearson correlation. Results showed that both synchronous and asynchronous e-learning were used at a moderate level, with a slight preference for synchronous methods. Similarly, digital teaching skills--particularly in planning, management, implementation, and assessment--were also moderate. A strong positive correlation (r = 0.901, p &lt; 0.05) was found between e-learning adoption and digital teaching proficiency. The study highlights the need for professional development programs and institutional support to enhance faculty readiness for technology-integrated teaching and improve the quality of digital education.
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  Data: 2026
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  Data: EJ1507247
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507247
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 21
    Subjects:
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Synchronous Communication
        Type: general
      – SubjectFull: Asynchronous Communication
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Jordan
        Type: general
    Titles:
      – TitleFull: E-Learning Patterns and Their Relationship to Effective Digital Teaching Skills
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            NameFull: Saleh Hammad
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            NameFull: Anan Abu Mariam
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            NameFull: Hatem Shlool
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            NameFull: Khalaf Diabat
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              Y: 2026
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              Value: 2518-0169
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              Value: 2410-9991
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              Value: 13
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