Publication Date

2021

Document Type

Dissertation/Thesis

First Advisor

Hung, Wei-Chen

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Abstract

The rapid pace of globalization has contributed to the expansion of fully online programs and course offerings over the past decades. Additionally, the current COVID-19 pandemic accelerated the move to online instruction worldwide. Various challenges have become evident when transitioning to online education. Thus, this qualitative case study explored the technological challenges, technological pedagogical challenges, and technological content challenges that faculty members at a higher institution in the Kingdom of Saudi Arabia (KSA) faced while transitioning from fully face-to-face instruction to fully online instruction. Three research questions were addressed. Findings indicated participants experienced challenges pertaining to the role of the instructor, the approach to teaching and learning assessment, and the instructional design decisions and strategies used to support student learning in fully online instruction. Findings can guide educational stakeholders to acknowledge the need for training and provide supports to help faculty confidently transition into fully online instruction. Key words: TPACK; higher education, technological challenges; technological pedagogical challenges; technological content challenges.

Extent

136 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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