Investigating Faculty Members' Beliefs about Distance Education: The Case of Sultan Qaboos University, Oman

This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college a...

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Bibliographic Details
Published in:International journal of distance education technologies 2015-01, Vol.13 (1), p.48-69
Main Authors: Saleem, Naifa Eid, Al-Suqri, Mohammed Nasser
Format: Article
Language:English
Subjects:
Academic Rank (Professional)
Age Differences
Beliefs, opinions and attitudes
Case studies
College Faculty
Colleges & universities
Data acquisition
Distance Education
Distance learning
Education
Faculty
Females
Foreign Countries
Gender Differences
Learning
Males
Management
Negative Attitudes
Oman
Perception
Perceptions
Positive Attitudes
Questionnaires
Scientific papers
Scores
Social aspects
Statistical Analysis
Teacher Attitudes
Teacher Characteristics
Teaching
Teaching Experience
Tukeys Test
Universities
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Summary:This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a questionnaire as a method of data collection. Findings of the study indicated statistically significant difference in terms of gender. Results show that female faculty members hold positive beliefs (perceptions) about the use of DE in learning and teaching whereas compared to their male colleagues. With regards to nationality, the study found statistically slight differences, wherein the Omani faculty members yielded higher scores on the positive statements and lower at the negative statements.
ISSN:1539-3100
1539-3119
DOI:10.4018/ijdet.2015010103