Conducted by PIT
, Started on 2023 -
Completed on 2024
Completed
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This study investigates faculty perceptions of distance education in terms of their
competence, value, and support for educational technology amidst the pandemic. A
descriptive survey design was employed to collect data on the faculty members from
different external campuses as respondents of the study, where it uses purposive
sampling. Data gathering was done through face-to-face and google forms. The survey
instrument included two parts: a demographic profile and a set of statements measuring
the distance education constructs. The findings revealed a diverse demographic profile
among the respondents, with a mix of experienced and new faculty members. While a
majority had not taken distance learning courses themselves, they generally held
positive views towards distance education. The overall distance education score
suggested a moderate readiness for distance education among the respondents,
although there were areas for improvement in perceived institutional technology
support. The study also found that faculty members' philosophical positions toward
distance education did not significantly influence their perceived competence, value, or
support. However, there were slight variations in these scores between those who were
philosophically in favor and those opposed to distance education. These results highlight
the importance of providing professional development opportunities, improving
institutional technology support, and encouraging faculty to gain firsthand experience
with distance learning to enhance their readiness and acceptance of this teaching
modality.