Ph.D. (Doctor of Philosophy)
Department of Educational Technology, Research and Assessment (ETRA)
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.
Aldakheel, Mshael, "An Exploration of the Technological, Technological-Pedagogical, and Technological and instructional Challenges that Saudi Faculty Face in their Transition to online Education" (2021). Graduate Research Theses & Dissertations. 6792.
Northern Illinois University
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