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Competency categorization and roles of online teachers from the perspective of university students

The teaching and learning process is facing many unprecedented challenges that require innovative solutions in the short life of knowledge and the abrupt development of technology. Some of these challenges are the new roles of teachers who are the main constituents in the online teaching process. Th...

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Autores principales: Tawafak, Ragad M., Al-Obaydi, Liqaa Habeb, Pikhart, Marcel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10019092/
https://www.ncbi.nlm.nih.gov/pubmed/36935985
http://dx.doi.org/10.3389/fpsyg.2023.1009000
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author Tawafak, Ragad M.
Al-Obaydi, Liqaa Habeb
Pikhart, Marcel
author_facet Tawafak, Ragad M.
Al-Obaydi, Liqaa Habeb
Pikhart, Marcel
author_sort Tawafak, Ragad M.
collection PubMed
description The teaching and learning process is facing many unprecedented challenges that require innovative solutions in the short life of knowledge and the abrupt development of technology. Some of these challenges are the new roles of teachers who are the main constituents in the online teaching process. The main aim of this study revolved around determining and analyzing university students’ priorities concerning the competency categorization and roles of online teachers. The research was based on Moodle and Google classroom to validate the competency elements with the final aim of improving teaching and learning processes. The data were collected by using an online questionnaire that evaluated eight dimensions of competencies and roles of online teachers. The research sample consisted of 430 participants (aged between 19 and 30) from Iraq and Oman. The results obtained from these two countries were very similar as the respondents highlighted professional, pedagogical and social competencies in their teachers. It further shows that though the applications used in the two contexts were different (Google classroom with Google Meet or Moodle), it did not affect the final results gained. The results of this survey could be important for further analysis of online teaching practice and bring several important insights regarding the possibilities of online teaching.
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spelling pubmed-100190922023-03-17 Competency categorization and roles of online teachers from the perspective of university students Tawafak, Ragad M. Al-Obaydi, Liqaa Habeb Pikhart, Marcel Front Psychol Psychology The teaching and learning process is facing many unprecedented challenges that require innovative solutions in the short life of knowledge and the abrupt development of technology. Some of these challenges are the new roles of teachers who are the main constituents in the online teaching process. The main aim of this study revolved around determining and analyzing university students’ priorities concerning the competency categorization and roles of online teachers. The research was based on Moodle and Google classroom to validate the competency elements with the final aim of improving teaching and learning processes. The data were collected by using an online questionnaire that evaluated eight dimensions of competencies and roles of online teachers. The research sample consisted of 430 participants (aged between 19 and 30) from Iraq and Oman. The results obtained from these two countries were very similar as the respondents highlighted professional, pedagogical and social competencies in their teachers. It further shows that though the applications used in the two contexts were different (Google classroom with Google Meet or Moodle), it did not affect the final results gained. The results of this survey could be important for further analysis of online teaching practice and bring several important insights regarding the possibilities of online teaching. Frontiers Media S.A. 2023-03-02 /pmc/articles/PMC10019092/ /pubmed/36935985 http://dx.doi.org/10.3389/fpsyg.2023.1009000 Text en Copyright © 2023 Tawafak, Al-Obaydi and Pikhart. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Tawafak, Ragad M.
Al-Obaydi, Liqaa Habeb
Pikhart, Marcel
Competency categorization and roles of online teachers from the perspective of university students
title Competency categorization and roles of online teachers from the perspective of university students
title_full Competency categorization and roles of online teachers from the perspective of university students
title_fullStr Competency categorization and roles of online teachers from the perspective of university students
title_full_unstemmed Competency categorization and roles of online teachers from the perspective of university students
title_short Competency categorization and roles of online teachers from the perspective of university students
title_sort competency categorization and roles of online teachers from the perspective of university students
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10019092/
https://www.ncbi.nlm.nih.gov/pubmed/36935985
http://dx.doi.org/10.3389/fpsyg.2023.1009000
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