E-Learning Patterns and Their Relationship to Effective Digital Teaching Skills
Saved in:
| Title: | E-Learning Patterns and Their Relationship to Effective Digital Teaching Skills |
|---|---|
| Language: | English |
| Authors: | Saleh Hammad (ORCID |
| 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 |
| 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. |
|---|---|
| ISSN: | 2518-0169 2410-9991 |
