Online teaching experience of the healthcare faculty during the pandemic: A cross sectional analysis

Abstract

BACKGROUND:

COVID-19 pandemic had disrupted the teaching in most of the educational institutes worldwide. It has tested the readiness of educational institutes in their ability to deal with crisis.

OBJECTIVE:

This study aimed to determine the perception of health sciences faculty toward online education during the period of pandemic in Pakistan.

METHODS:

This cross-sectional research determined the perception using online survey which had been taken from the study conducted by Almahasees et al. Questions related to faculty’s perception regarding IT skills, online classes taking more effort than on-campus learning, online platforms having adequate tools to facilitate teaching. Data was analyzed using SPSS. Statistical tests comprised of descriptive statistics and Kruskal-Walli’s test.

RESULTS:

From a total of 318 participants, there were 234 females and 84 males. A statistically significant association was identified between field of specialization and competency to teach online (p = 0.022). Faculty stated that more efforts were required to teach online (p < 0.001). Most of the tutors reported virtual sessions helped improved the interaction with their students (p < 0.001). Most of the time faculty had to prompt students to complete their assignments on time (p < 0.001). Many of the faculty members disagreed that delivering virtual sessions from home was quite ineffective (p = 0.221) and reported experiencing distractions (p < 0.001).

CONCLUSION:

This study showed that online learning proved less effective than face-to-face learning. The main drawback of distance learning was the lack of teacher-student interaction. Online learning promotes student-centered learning and could be applied in situations of crisis like the COVID-19 pandemic.

Keywords

Healthcare faculty online education experience pandemic

1 Introduction

WHO declared COVID-19 a global pandemic in March 2020 [1]. This worldwide impact of COVID-19 undoubtedly impacted all areas of life, especially the health, financial and educational sectors [2]. Following the COVID-19 pandemic, strict measures were taken to reduce the spread of the virus and its harmful effects on the communities. This resulted in closure of educational institutions worldwide [3] including the schools, colleges, and universities in Pakistan. Subsequently, it changed the education scenario from conventional on-campus to online learning, which activated the remote teaching plan using digital platforms [4]. To maintain social distancing and reduce the spread of COVID-19 in educational settings, online learning was an important decision that protected both students and the general public [5, 6].

About 37.8% of the Pakistani population resides in urban areas while 62.2% lives in rural areas. Pakistan has an internet user rate of about 36.5% of the total population [7]. The two primary obstacles whilst conducting online classes were lack of qualified instructors and the instability of the internet connection. Many students living in remote rural areas could not join online classes or faced severe disruptions due to internet connectivity issues [8]. According to UNESCO reports, more than 1.5 billion students in 165 countries approximately have been impacted by the lockdown of academic institutes [2].

E-learning has been defined as using online information technologies which enhance learning and gave users access to online services [9]. Learning online has many benefits, but there are drawbacks as well [10]. It made the learning process more convenient and easier due to time flexibility for students. Additionally, it made education more student-centered, with instructors serving as supervisors and students actively participating in sessions [11]. The main drawbacks associated with e-learning comprise lack of student engagement during interactive sessions, technical issues, and lack of training [12]. In Pakistan, e-learning is still in its initial stages of implementation, due to issues with the internet facility, resources, cultural and policy-related issues, and infrastructure [13].

Various educational institutes during the pandemic conducted both synchronous and asynchronous teaching methodology during the pandemic [14]. Synchronous teaching comprised of faculty and students meeting at a pre-scheduled time during their interactive session, whereas in asynchronous teaching, faculty delivered the course without interacting with the students. Asynchronous mode of online teaching was beneficial for students as it allowed students to study online courses at their feasibility. In Pakistan, synchronous mode of teaching was conducted, using various online platforms which included Microsoft. Teams, Google Meet, and Zoom. Although conventional tools were available, actual implementation of technology-based teaching for pedagogical reasons during the pandemic was questionable [15]. Instructors were switched to online mode of teaching online within a short span of time, although in various educational institutes, the online teaching facilities were not available, which further burdened the teachers [16]. Hence teachers had limited time to prepare for delivering online sessions for continuing educational teaching.

Some of the students were skilled in taking online sessions [17]. Studies conducted on Information Communication and Technology (ICT) with respect to education, have mostly focused on the students, while teachers played an important role as well [18, 19]. Most of the teachers were digitally literate, implementation of ICT to be used efficiently in the classroom was essential [20, 21]. Study by Schmid et al., reported that teachers felt unprepared to conduct classes online [22].

Faculty’s point of view regarding online education needs to be sought to address their concerns. The effectiveness of e-learning at educational institutions may depend on the faculty’s adoption of new educational technologies [23]. There is limited research available on faculty’s perception regarding conducting online sessions [24]. Research by Dhawan examined e-learning’s strengths, weaknesses, opportunities, and threats (SWOT). He described the effective role of technology in handling the global crisis and ensured the learning process to continue [25]. Hence, academic institutes should emphasize training students and faculty with the essential IT skills. Therefore, the objective of this research was to determine the perception of health science education faculty towards online mode of teaching during the pandemic in Pakistan. We also aimed to identify perceptions of each discipline towards online mode of teaching.

2 Methods

This cross-sectional research was conducted amongst the faculty members from January to April 2022. The data for this study was collected from private educational institutes located in Pakistan. Online survey forms were generated using Google Forms. The links to the forms were shared with the respective faculty members using WhatsApp, Facebook, and emails.

2.1 Study groups

For the current analysis faculty from medical, dental, and nursing college were invited. All faculty members had different designations, which included lecturers, assistant professors, associate professors, and professors.

2.2 Inclusion and exclusion criteria

Medical, dental, and nursing faculty members involved in teaching students online during the pandemic were involved, and those who gave consent to participate were considered in the current study. All the faculty members absent on the day of data collection, refusing to participate, or provided incomplete information were excluded from the study.

2.3 Ethical considerations

Ethical approval for the current research was obtained from the ethical review committees of the educational institute. The research was conducted according to the Declaration of Helsinki. Each questionnaire had a consent form attached to it. Details regarding the main purpose of the research were also stated in it.

2.4 Study instrument

A web-based survey form was created following the study conducted by Almahasees et al. [11]. Initially, demographic details of the study participants were enquired, which consisted of information such as age, gender, designation, specialization field, years of experience, having experience of teaching online during the pandemic. The subsequent part of the survey comprised of questions related to faculty’s perception related to IT skills, which included having a stable internet connection, type of device used, online class requiring more effort than on-campus learning, online platforms having adequate tools to facilitate teaching. Faculty’s view regarding online teaching was also assessed, questions asked were related to lack of interaction between students and teachers, students asked questions easily, on-campus students performed better. Lastly, the faculty’s perception regarding online teaching during COVID-19 was also evaluated, this included satisfaction with online teaching, ability to ask questions, finding home environment suitable to conduct online sessions and the distractions faced. Each question in the survey was designed using a Likert Scale.

2.5 Reliability of questionnaire

Cronbach’s alpha was used to measure the internal consistency and to indicate how closely the questions were related. The result of the test showed that the alpha coefficient for the survey was 0.773, which suggested that the questions included had acceptable internal consistency. A reliability coefficient of 0.70 or higher was “acceptable” by many studies [26].

2.6 Sample size calculation

The sample size was calculated from the online software openepi.com. The statistical considerations were taken as 95% confidence interval and 5% margin of error and the derived sample size was 318.

2.7 Data analysis

Data was entered into SPSS version 24.0. Categorical data was assessed with respect to number and frequency. The Kruskal-Wallis test was applied to measure the association between the different fields of specialization of faculty with different variables which included IT skills, online teaching perception and efficacy.

3 Results

3.1 Demographics details

From a total of 318 participants, there were 234 females and 84 males. Of them, 34.3% of the faculty was in the 20–25 age range, 19.8% was in the 26–30 age group, 23.9% was in the 31–35 age range, and 22% was in the 36–40 age bracket. According to the field of specialization, there were 44.3% dental, 28.9% medical, and 26.7% were nursing faculty. With respect to the designation, 17.6% lecturer, 23.9% senior lecturer, 21.1% assistant professor, and 18.2% associate professor while professor were 23.9%. Regarding the teaching experience, 34% of faculty had experience of 1–5 years, 35.8% had 6–10 years, and 30.2% had experience of more than 10 years. Before COVID-19 about 59% of the faculty did not have prior experience of online teaching. With respect to competency related to IT for teaching online, 70.1% responded positively, as compared to 29.9% who responded negatively. (Table 1)

Table 1
Demographic details of study participants

Variable n %

Gender

Males 84 26.4

Females 234 73.6

Age

20–25 109 34.3

26–30 63 19.8

31–35 76 23.9

36–40 70 22

Specialization

BDS 141 44.3

MBBS 92 28.9

Nursing 85 26.7

Designation

Lecturer 56 17.6

Senior lecturer 76 23.9

Assistant Professor 67 21.1

Associate professor 58 18.2

Professor 61 23.9

Teaching Experience

1–5 years 108 34

6–10 years 114 35.8

More than 10 years 96 30.2

Experience of online teaching before COVID-19?

Yes 131 41.2

No 187 58.8

Competency related to IT for online teaching.

Yes 223 70.1

No 95 29.9

Variable	n	%
Gender
Males	84	26.4
Females	234	73.6
Age
20–25	109	34.3
26–30	63	19.8
31–35	76	23.9
36–40	70	22
Specialization
BDS	141	44.3
MBBS	92	28.9
Nursing	85	26.7
Designation
Lecturer	56	17.6
Senior lecturer	76	23.9
Assistant Professor	67	21.1
Associate professor	58	18.2
Professor	61	23.9
Teaching Experience
1–5 years	108	34
6–10 years	114	35.8
More than 10 years	96	30.2
Experience of online teaching before COVID-19?
Yes	131	41.2
No	187	58.8
Competency related to IT for online teaching.
Yes	223	70.1
No	95	29.9

Table 2 described the faculty’s perception regarding IT skills and competency required to conduct online sessions. A statistically significant association was observed between faculty from different fields of specialization with their competency to teach online (p = 0.022). Faculty stated that online sessions required more effort (p = 0.011). Most of the tutors from all disciplines reported that they had to open cameras to improve interaction with their students ((p < 0.001). Most of the faculty stated that online platforms had sufficient tools which helped deliver online sessions, but most of the faculty preferred on-campus teaching as compared to the online sessions (p < 0.001).

Table 2

Faculty Perception regarding IT skills and competency to teach online

Variable	Domain	N	Mean Rank	p
Tutor has the IT competency to do online teaching	Dentistry	141	147.34
	Medicine	92	179.56	0.022*
	Nursing	85	157.96
Stability of Internet Connection	Dentistry	141	133.77	<0.001**
	Medicine	92	180
	Nursing	85	180
Online sessions required more effort as comparison to on-campus session	Dentistry	141	223.83	0.011*
	Medicine	92	107.5
	Nursing	85	109.07
Tutors opened their cameras to maximize interactions with students	Dentistry	141	219.41	<0.001**
	Medicine	92	111
	Nursing	85	112.61
Online platforms have tools to facilitate online classes.	Dentistry	141	220.34	<0.001**
	Medicine	92	110
	Nursing	85	112.15
Traditional classes are more effective than online sessions	Dentistry	141	130.68	<0.001**
	Medicine	92	180.4
	Nursing	85	184.68

Kruskal-Wallis test applied, *P < 0.05 are statistically significant.

Faculty’s perception regarding the online session was evaluated in Table 3. Most of the faculty stated that lack of interaction between teachers and students affected the overall results of the student (p < 0.002). Similarly, students studying online did not perform better in comparison to students learning on campus (p = 0.133). However, students taught on-campus performed better than students taught online (p = 0.012). Student’s participation during online sessions reflected their understanding (p = 0.023). Faculty from all disciplines stated that they had to prompt their students to complete their assignments on time (p = 0.019).

Table 3

Faculty’s view regarding the efficiency of online teaching

Questions	Domain	N	Mean Rank	p
Lack of interaction between students and instructors results in low performance	Dentistry	141	213.98	<0.002**
	Medicine	92	114
	Nursing	85	118.38
Students had the opportunity to ask questions during online sessions	Dentistry	141	214.01	<0.001**
	Medicine	92	114
	Nursing	85	118.32
Students with online learning outperformed students with face-to-face learning	Dentistry	141	210.87	0.133
	Medicine	92	116.5
	Nursing	85	120.83
Students with face-to-face learning outperformed students taught online	Dentistry	141	210.77	0.012*
	Medicine	92	118.5
	Nursing	85	118.83
Students’ participation in online courses reflects their knowledge &performance	Dentistry	141	209.17	0.023*
	Medicine	92	119.5
	Nursing	85	120.41
Tutors provoked students’ complete assignments, and feedback was provided for assignment	Dentistry	141	212.41	0.019*
	Medicine	92	118
	Nursing	85	116.64
Motivation was high during online lectures	Dentistry	141	143.1	<0.001**
	Medicine	92	152.62
	Nursing	85	194.15

Kruskal-Wallis test applied. *P < 0.05 are statistically significant.

Table 4 described the faculty’s perception regarding online teaching during COVID-19. It was seen that faculty from all the fields were not satisfied with the student-teacher interaction (p = 0.236). The ability for faculty to ask questions during virtual lectures showed to have no association with various areas of expertise (p = 0.397). Most of the faculty stated finding home unsuitable for delivering online sessions (p = 0.221) Most of the tutors faced distractions at home during those online sessions, and a statistically significant association was seen (p < 0.001).

Table 4

Faculty’s perception regarding online teaching during COVID-19 pandemic

Variable	Specialization	N	Mean Rank	p
Satisfaction with student teacher interaction during online teaching	Dentistry	141	138.1	0.236
	Medicine	92	193.22
	Nursing	85	158.51
Tutor had facility to ask questions during lectures	Dentistry	141	123.73	0.397
	Medicine	92	207.37
	Nursing	85	167.02
Home environment is suitable for online lectures	Dentistry	141	97.84	0.221
	Medicine	92	215.93
	Nursing	85	200.69
Distractions from family members during online lectures	Dentistry	141	122.12	<0.001**
	Medicine	92	210.01
	Nursing	85	166.84

Kruskal-Wallis test applied. *P < 0.05 are statistically significant.

4 Discussion

The sudden onset of the pandemic switched on-campus learning to the online mode of teaching, which provided opportunities to reshape the educational system, and institutes [27]. This transition from traditional mode to online teaching required urgent training of teachers with respect to digitalization [17]. This study examined the perception of faculty regarding online education during the pandemic, in terms of computer literacy, IT skills, efficiency of online teaching, online teaching experience, technical and internet issues and class preparation.

Findings from the current study revealed that before the pandemic, most of the faculty had no prior experience in online teaching. Similar findings had been reported in a study by Wilson et al, where most of the nursing faculty also had no earlier experience in delivering online sessions [28]. Interestingly, a study conducted in New Zealand following the 2011 earthquakes, reported the significance of providing adequate training and support to faculty and having advanced technology, which enabled them to continue online education during that period of crisis [29]. This study highlighted the importance of providing adequate training to faculty, which could be beneficial in dealing with unforeseen circumstances.

With respect to competency related to IT for online teaching, the majority of faculty responded positively. However, most participants reported that online sessions required more effort, hence needed more expertise. These findings are in line with the study by Almahasees et al. who reported that it is crucial for faculty to have sufficient expertise in conducting online sessions [11]. As mentioned earlier, only a few participants had online teaching experience prior to the pandemic. It was not surprising that online sessions place additional stress on the faculty, unlike the classroom teaching [30]. Another study revealed that extensive preparation was needed by the faculty, to teach online effectively, unlike on-campus teaching [31]. Furthermore, tutors also encouraged the opening of cameras, which further enhanced the interaction between the students among themselves and with the faculty [32]. These findings were in line with study led by Kalman et al, where students were encouraged to open cameras for effective communications and to build rapport with their peers [33]. In addition to improving student engagement, switching on the camera allows the instructor to observe which students aren’t giving enough attention to the lesson.

Synchronous forms of communication, conducted through video conferencing and chat using various digital platforms, improves interaction between teachers and students [34]. For learning to be successful, there must be regular, robust, interaction between the student and the instructor [35]. Moreover, Faculty members concurred that the poor performance of students was caused by lack of interaction between students and teachers during online sessions. This could be attributed to the fact, that during the pandemic, in Pakistan, there were electricity and internet connectivity issues, lack of adequate devices and attitude of the students towards online mode of teaching was another important factor which must be taken into consideration. Furthermore, for faculty members a video analysis session should be arranged. Teachers conducting lessons during these sessions are recorded, so the facilitator could view the recordings and evaluate their teaching [36].

The faculty stated that traditionally educated students outperformed those who had been virtually taught in terms of academic performance. Face-to-face teaching enabled students to discuss, team up, practice role play and take active guidance from their teachers. The main element which impacted the students’ performance during learning was sense of being in the right place and having adequate support from their peers and teachers [37]. This abrupt transition to online teaching could have presented several challenges to the students and facilitators. Therefore, several factors needs be taken into consideration, which includes faculty not having adequate time to prepare and deliver online sessions, some had no or minimal prior experience in teaching online [38]. On the other hand, students could have been highly stressed due to concern regarding the virus, timely completion of courses, and financial situation [39, 40], all these factors may have been responsible for adversely affecting the performance of students during online sessions [41].

Faculty stated that they constantly prodded students to submit their assignments and other tasks on time during online teaching and provided feedback to the students. Research by Elshami et al, showed that engaging students during virtual sessions was one of the major obstacles faced by the tutors [42]. This could be attributed to the lack of seriousness of students towards online sessions. Furthermore, feedback provided by the faculty during online sessions played a crucial role in improving the learning outcomes of the students [43].

Most tutors expressed dissatisfaction with the interactions between students and teachers. These findings are in contrast with the study led by Elshami et al, where faculty and students seemed quite satisfied with their level of communication [42]. Similarly, research by Tennyson and Hsia stated that effective student and tutor communications helped create a supportive environment, which enhanced the performance and satisfaction level of students [44]. However, in Pakistan, internet connectivity, electricity shortage issues, along with lack of devices by students was partly responsible for causing interrupted communication between the faculty and students.

The home environment was not considered suitable for delivering online sessions due to the higher likelihood of family members causing distractions. These findings are consistent with the study led by Sahni, who observed that the participants experiencing higher levels of stress during the pandemic was due to working from home [45]. This could be because during pandemic, everyone was forced to stay indoors and worked from home, performed home schooling for youngsters, cooking, and other routine tasks at home. At the same time, faculty had to conduct online classes, administrative work, and dealing with technology related issues which could have taken a toll on the routine of the facilitators [46, 47]. Therefore, it would have been preferable to work at an institute rather than working from home. Online learning made it possible for students to continue their education during the epidemic, but it was not a long-term, viable option.

4.1 Recommendations for stakeholders

Educational institutions need to create some long-term, practical plans that can readily endure the difficulties and obstacles this epidemic has shown. For the faculty to be able to teach and learn effectively during the online and blended learning sessions, special attention must be given to educating them with skills and acquainting them with the latest software and technology [48]. They should also be provided with stable internet connections at the workplace for smooth, uninterrupted delivery of online education. To better understand the problems of the faculty members and to provide them with pedagogical training, interview-based sessions with the faculty should be conducted.

4.2 Limitations of the study

This study has some limitations and further research is required. The cross-sectional manner of data collection does not allow to follow the changes in the perception of faculty over time. Also, this study was conducted using an online survey with a relatively limited sample size. Nevertheless, the findings of this research can be used in designing educational plans for institutes during their transition to the new digital learning. Lastly, in this study we identified only the perceptions of faculty from different disciplines regarding online mode of teaching, any specific factor which could have affected the teaching was not considered.

5 Conclusion

This study showed that online learning proved less effective as compared to face-to-face learning. Online learning has a few advantages as well as disadvantages, the main disadvantage being the lack of interaction between students and teachers. Main advantages identified were that online education promoted student-centered learning, and learners could access knowledge and resources anytime. Faculty should be provided with continuous training and support to improve their online teaching skills to keep pace with the transition to the new normal in education. Educational institutes in Pakistan should arrange training programs for the faculty as well as the students to prepare both to grow and survive in an increasingly digital world. These measures would help improve online teaching skills and productivity of faculty. Institutes should try hard to provide proper internet connections, an adequate number of electronic devices and data privacy to meet up with the needs. A national strategy should be adopted to modernize the educational system by providing digital tools, financial funding, and physical infrastructure. The most important aspect of e-learning is the technological part that ensures an effective e-learning system.

Ethical approval

The ethical approval for research was obtained from the Institutional ethical committee (ERC 32/2021) which was conducted according to the declaration of Helsinki.

Consent for publication

Not applicable.

Conflict of interest

The authors have no conflicts of interest to declare.

Footnotes

Acknowledgments

We are grateful to the faculty for helping with data collection.

Funding

Not applicable.

References

Macedo

, Costa de Assis

, Pereira

, Cacho

, de Souza

. Consequences of social distancing during the COVID-19 pandemic on the increase in perceived pain of students and professors from higher education institutions: A cross-sectional study. Work. 2022;(Preprint):1–8.

Ramesh

, Saranya

, Ebtehag

, Khalid

, Zweena

. Students’ perception of emergency remote teaching in the Sultanate of Oman. Int J Eval & Res Educ. 2023;12(1):197–204.

Saha

, Pranty

, Rana

, Islam

, Hossain

. Teaching during a pandemic: Do university teachers prefer online teaching? Heliyon. 2022;8(1):e08663.

Nasir

, Hameed

. Impact of COVID-19 on the Learning Processes of Typically Developing and Special Needs Students in Pakistan. Asian Journal of University Education. 2021;17(3):67–75.

Babbar

, Gupta

. Response of educational institutions to COVID-19 pandemic: An inter-country comparison. Policy Futures in Education. 2022;20(4):469–91.

, Taeihagh

, Tan

. A scoping review of the impacts of COVID-19 physical distancing measures on vulnerable population groups. Nature Communications. 2023;14(1):599.

Digital 2022: Pakistan. Datareportal.com.

Basar

, Mansor

, Jamaludin

, Alias

. The effectiveness and challenges of online learning for secondary school students–A case study. Asian Journal of University Education. 2021;17(3):119–29.

Maqsood

, Abbas

, Rehman

, Mubeen

. The paradigm shift for educational system continuance in the advent of COVID-19 pandemic: Mental health challenges and reflections. Current Research in Behavioral Sciences. 2021;2:100011.

10.

Mushtaha

, Dabous

, Alsyouf

, Ahmed

, Abdraboh

. The challenges and opportunities of online learning and teaching at engineering and theoretical colleges during the pandemic. Ain Shams Engineering Journal. 2022;13(6):101770.

11.

Almahasees

, Mohsen

, Amin

Faculty’s and students’ perceptions of online learning during COVID-19. In Frontiers in Education 2021 May 12 (Vol. 6, p. 638470). Frontiers Media SA.

12.

Al-Salman

, Haider

. Jordanian University Students’ Views on Emergency Online Learning during COVID-19. Online Learning. 2021;25(1):286–302.

13.

Gray

, DiLoreto

. The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation. 2016;11(1):n1.

14.

Gautam

Advantages and disadvantages of online learning. E-Learning Industry. 2020 Oct.

15.

Farid

, Ahmad

, Niaz

, Arif

, Shamshirband

, Khattak

. Identification and prioritization of critical issues for the promotion of e-learning in Pakistan. Computers in Human Behavior. 2015;51:161–71.

16.

Ghilay

. Quantitative Courses in Higher Education: A Comparison Between Asynchronous and Synchronous Distance Learning. Journal of Education and Learning. 202211(5).

17.

Van der Spoel

, Noroozi

, Schuurink

, van Ginkel

. Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education. 2020;43(4):623–38.

18.

Hadar

, Ergas

, Alpert

, Ariav

. Rethinking teacher education in a VUCA World: Student Teachers’ Social-emotional Competencies during the Covid-19 Crisis. European Journal of Teacher Education. 20201–14.

19.

Van der Spoel

, Noroozi

, Schuurink

, van Ginkel

. Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education. 2020;43(4):623–38.

20.

Albugami

, Ahmed

. Success factors for ICT implementation in Saudi secondary schools: From the perspective of ICT Directors, Head Teachers, Teachers and Students. International Journal of Education and Development Using Information and Communication Technology. 2015;11(1):36–54.

21.

Tiba

, Condy

, Junjera

. Re-examining factors influencing teachers’ adoption and use of technology as a pedagogical tool. South African International Conference on Educational Technologies. 2016;24(26):1–1.

22.

Schmid

, Brianza

, Petko

. Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK. xs) and comparing the factor structure of an integrative and a transformative model.. Computers & Education. 2020;157:103967.

23.

Farhan

, Razmak

, Demers

, Laflamme

. E-learning systems versus instructional communication tools: Developing and testing a new e-learning user interface from the perspectives of teachers and students. Technology in Society. 2019;59:101192.

24.

Arciosa

. Effectiveness of flexible learning in teaching college subjects amidst Covid 19 pandemic at CTE, Sultan Kudarat State University, Philippines: Effectiveness of flexible learning. International Journal of Curriculum and Instruction. 2022;14(2):1343–58.

25.

Dhawan

. Online learning: A panacea in the time of COVID-19 crisis. J Educ Technol Syst. 2020;9:5–22.

26.

Kennedy

. Sample size determination in test-retest and Cronbach alpha reliability estimates. British Journal of Contemporary Education. 2022;2(1):17–29.

27.

Flores

. Preparing teachers to teach in complex settings: Opportunities for professional learning and development. European Journal of Teacher Education. 2020;43(3):297–300.

28.

Wilson

, Hensley

, Culp-Roche

, Hampton

, Hardin-Fanning

, Thaxton-Wiggins

. Transitioning to teaching online During the COVID-19 pandemic. SAGE Open Nursing. 2021;7:23779608211026137.

29.

Ayebi-Arthur

. E-learning, resilience and change in higher education: Helping a university cope after a natural disaster. E-learning and Digital Media. 2017;14(5):259–74.

30.

Neuwirth

, Jović

, Mukherji

. Reimagining higher education during and post-COVID- Challenges and opportunities. Journal of Adult and Continuing Education. 2021;27(2):141–56.

31.

Hinson

, LaPrairie

. Learning to teach online: Promoting success through professional development. Community College Journal of Research and Practice. 2005;29(6):483–93.

32.

Castelli

, Sarvary

. Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecology and Evolution. 2021;11(8):3565–76.

33.

Kalman

, Macias Esparza

, Weston

. Student views of the online learning process during the COVID-19 pandemic: A comparison of upper-level and entry-level undergraduate perspectives. Journal of Chemical Education. 2020;97(9):3353–7.

34.

Mystakidis

, Berki

, Valtanen

. Deep and meaningful e-learning with social virtual reality environments in higher education: A systematic literature review. Applied Sciences. 2021;11(5):2412.

35.

Turley

, Graham

. Interaction, student satisfaction, and teacher time investment in online high school courses. Journal of Online Learning Research. 2019;5(2):169–98.

36.

Jin

. Preservice teachers’ online teaching experiences during COVID-19. Early Childhood Education Journal. 2023;51(2):371–81.

37.

Peacock

, Cowan

. Promoting sense of belonging in online learning communities of inquiry at accredited courses. Online Learn. 2019;23(2):67–81.

38.

Iyer

, Aziz

, Ojcius

. Impact of COVID-19 on dental education in the United States. J Dent Educ. 2020;84(6):718–722.

39.

Machado

, Bonan

, Perez

, Martelli Júnior

. COVID-19 pandemic and the impact on dental education: Discussing current and future perspectives. Brazilian Oral Research. 2020;34:e083.

40.

, Wu

, Nguyen

, Tran

. The impact of COVID-19 on dental education in North America-Where do we go next? Eur J Dent Educ. 2020;24(4):825–7.

41.

de Oliveira Araújo

, de Lima

LSA

, Cidade

PIM

, Nobre

, Neto

MLR

. Impact of Sars-Cov-2 and its reverberation in global higher education and mental health. Psychiatry Res. 2020;288:112977.

42.

Elshami

, Taha

, Abuzaid

, Saravanan

, Al Kawas

, Abdalla

. Satisfaction with online learning in the new normal: Perspective of students and faculty at medical and health sciences colleges. Medical Education Online. 2021;26(1):1920090.

43.

Gómez-Rey

, Barbera

, Fernández-Navarro

. Measuring teachers and learners’ perceptions of the quality of their online learning experience. Distance Educ. 2016;37(2):146–63.

44.

, Tennyson

, Hsia

. A study of student satisfaction in a blended e-learning system environment. Comput Educ. 2010;55(1):155–64.

45.

Sahni

. Impact of COVID-19 on employee behavior: Stress and coping mechanism during WFH (Work From Home) among service industry employees. International Journal of Operations Management. 2020;1(1):35–48.

46.

Md Noh

, Yusoff

, Akhir

, Hassanuddin

Work from home (WFH) experience among academicians during the COVID-19 pandemic: A study on stress level. In 5th International Academic Conference eISSN 2021 (pp. 2773-5753).

47.

Ali

, Alam

, Noreen

, Anwar

, Qazi

, Hussain

. Motivation and job satisfaction among medical and dental college faculty in Pakistan amid the COVID-19 outbreak. Work. 2021;69(2):359–66.

48.

Johnson

, Veletsianos

, Seaman

. US faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning. 2020;24(2):6–21.