The Impact of Instructors' Perceptions of E-Learning on the Quality of Online Teaching: A Case Study of the French Language Instructors at the University of Bahrain during COVID-19 Pandemic

Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: [email protected]; Web site: http://www.ccsenet.org/journal/index.php/ies

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11

Foreign Countries; French; Language Teachers; Second Language Instruction; COVID-19; Pandemics; Teacher Attitudes; Educational Technology; Electronic Learning; Online Courses; Undergraduate Students; Student Satisfaction; Educational Quality; Teacher Competencies; Self Efficacy; Teacher Effectiveness; Technological Literacy

1913-9020

French language instructors at the University of Bahrain faced many challenges in adapting their teaching practices during the sudden transition to online teaching due to the COVID-19 pandemic. In this case study, we explore the French language instructors' perceptions of e-learning and their attitudes toward technology during the pandemic as well as their students' perceptions of the quality of their online teaching. The objective of this study is to analyze the relationship between instructors' perceptions and teaching performance. We conducted the study during the beginning of the sudden change to online teaching and administered online survey-based data collection instruments to gather information about French language instructors' perceptions and undergraduate students' satisfaction with the quality of French language online teaching. One year later, we completed data collection with semi-structured interviews of the instructors' perceptions and online teaching experience. The findings indicated that despite the abrupt switch to online teaching, instructors showed a prominent level of technology acceptance. However, the results indicated effective online teaching was highly correlated to instructors' pedagogical preparedness and self-efficacy level. Consequently, this study outlines key factors influencing the efficacy of e-learning, including pedagogical preparedness, instructors' self-efficacy, and information and communications technology literacy. In addition, in this study we propose implications for instructors' preparation and development.

As Provided

2022

EJ1327004