University Professors' Level Of Technological Skills And Its Relationship To The Orientation Towards E-Learning

Abstract

The aim of this research is to determine the level of university professors’ technological skills and its relationship to the orientation towards electronic education. To achieve the objectives of this research, five null hypotheses were formulated. We used the descriptive method and chose a random sample of university professors totalling around (200) professors distributed among (14) colleges of Dhi Qar University. In order to achieve the research objectives, we prepared two tools: the first is a technological skills questionnaire consisting of (45) constructs which included six main skills (preparation and planning skill, implementation skill, mastery of scientific material, skill of using pedagogical techniques, evaluation skill, classroom management skill). The validity and robustness of the questionnaire were verified.

The second tool is a scale to measure the orientation towards e-learning that included five areas (university professors' vision of e-learning, motivation in e-learning, the desired benefit of e-learning in society, fun in e-learning, self-concept in e-learning). The scale consisted of of (54) constructs the validity and robustness of which were also verified. The research tools were applied to the research sample of (200) professors and the research results were statistically treated using the Statistical Package for Social Sciences (SPSS) program.

The results showed that the sampled professors have a higher-than-average level of technological skills as well as statistically significant positive orientation towards electronic education. Results also showed that there is a positive relationship between the level of university professors' mastery of technological skills and their orientation towards electronic learning. In light of the research results, we presented a number recommendations and proposals.