مجلة العلوم التربوية والاجتماعية

شرح التباين في مدى تطور أعضاء هيئة التدريس عبر مستويات البديهة الوظيفية والاستعدادية للمشاركة في التعليم عن بعد (دراسة تطبيقية سعودية)

Explaining the variability in the levels of faculty development by professional judgment and online willingness: Saudi empirical evidence

د. سامي بن غزاي السلمي

Dr. Sami G. Alsulami

أ. موضي عزيز البلوي

Modhi Aziz Albalawi 

الكلمات مفتاحية: مستوى تطور عضو هيئة التدريس، ممارسات التقدير وحرية التصرف الوظيفي، الاستعدادية، مشاركة عضو هيئة التدريس في بدائل التعليم المعاصر، التعليم عن بعد., Faculty development, paradigm shift, online willingness, professional judgement


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الملخص

تهدف الدراسة إلى شرح الاختلاف في مستويات تطور أعضاء هيئة التدريس عبر متغيرين مستقلين هما مدى توظيف عضو هيئة التدريس لممارسات التقدير وحرية التصرف الوظيفي ومدى استعدادية عضو هيئة التدريس للمشاركة في بدائل التعليم المعاصرة مثل التعليم عن بعد.

واتبعت الدراسة المنهج التقليدي الكمي للبحث العلمي وذلك بهدف الوقوف على أثار المتغيرين المستقلين على متغير الدراسة.

وقامت الدراسة على مجتمع بيانات أعضاء هيئة تدريس بالجامعات السعودية وذلك لأهمية متغير الدراسة بالنسبة لرؤية 2030 فيما يتعلق بصياغة سياسات التعليم الحديث وإثراء رأس المال البشري والتركيز على جودة وتنافسية أعضاء هيئة التدريس.

وقد خلصت الدراسة إلى تقدير معاملات تغير ذو دلالة احصائية عند مستويات الشك التقليدية بقيمة 2.26 في حالة البديهة الوظيفية وقيمة 1.2 في حالة اتباع ثقافة التعليم عن بعد.



This study seeks to explore faculty development levels in Saudi higher education in connection with two qualities: discretion, defined as the exercise of professional judgement, and online willingness, defined as openness to a paradigm shift attaching increased importance to interactive and online education. Specifically, this study investigates the impact of each of these qualities on faculty development levels. Following a traditional scientific paradigm, the investigation centers on a quantitative analysis. Accordingly, the level of faculty development is specified in terms of the extent to which discretion is exercised and the degree of interactive deployment of online education activities. The study produces two parameter estimates statistically significant at all levels: first, it identifies a parameter estimate of 2.26 between the development levels of faculty members who exercise discretion and professional judgement and those who do not while controlling for online willingness; second, it identifies a parameter estimate of 1.2 between the development levels of faculty members displaying online willingness and those who do not while controlling for the exercise of discretion and professional judgement. By shedding light on the relationship of faculty discretion and online willingness to faculty development in Saudi higher education, the study contributes to the literature in a fashion particularly relevant in the context of the importance Saudi 2030 vision places on education, advanced technology, and human capital. 
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