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Introduction: With the advent of digital technology and the unprecedented challenges posed by the COVID-19 pandemic, online instruction has become a vital component of contemporary pedagogy. How faculty perceive online teaching and their satisfaction levels are essential for effective online instruction. This study investigates the satisfaction level among faculty members and their perceptions regarding online teaching in Oman’s healthcare education context. Methodology: A cross-sectional survey design was used. One hundred and ten healthcare faculty members, representing a 70% response rate selected through convenience sampling, responded to the Online Instructor Satisfaction Measure (OISM) questionnaire and perception scale developed by the investigators used for the study. Descriptive statistics was used to explain the categorical variables, while Karl Pearson’s correlation was used to explain the relationship between faculty perception and satisfaction with online teaching. Furthermore, t-tests and ANOVA were computed to establish any significant differences in satisfaction levels and perceptions based on demographic profiles. Results: The OCHS faculty had moderate satisfactory scores (M = 3.12, SD = 0.470) and favorable perceptions (M = 3.24, SD = 0.538) toward online teaching. Faculty were more satisfied with the “affordance” component of the OISM and least satisfied with “institutional support.” Faculty perceived that ongoing training, preparing teaching materials before teaching, and ensuring a reliable internet connection are crucial for successful online teaching. Further, a statistically significant positive correlation (p < 0.001) was observed between faculty members’ perception and their level of satisfaction with online teaching. Conclusion: Faculty at OCHS with positive perceptions of online teaching will likely be more satisfied. This indicates that positive experiences with online teaching can enhance their level of satisfaction. So, the institutional support to enhance their level of satisfaction should be meticulously planned.

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Faculty Satisfaction and Perception of Online Teaching

  • 会议论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年

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  • Maria Pramila D’Costa,
  • Fatma Hamdan Al Maqbali,
  • Melita Sheela Alva,
  • Kanchanamalini Mohanasundaram

摘要

Introduction: With the advent of digital technology and the unprecedented challenges posed by the COVID-19 pandemic, online instruction has become a vital component of contemporary pedagogy. How faculty perceive online teaching and their satisfaction levels are essential for effective online instruction. This study investigates the satisfaction level among faculty members and their perceptions regarding online teaching in Oman’s healthcare education context. Methodology: A cross-sectional survey design was used. One hundred and ten healthcare faculty members, representing a 70% response rate selected through convenience sampling, responded to the Online Instructor Satisfaction Measure (OISM) questionnaire and perception scale developed by the investigators used for the study. Descriptive statistics was used to explain the categorical variables, while Karl Pearson’s correlation was used to explain the relationship between faculty perception and satisfaction with online teaching. Furthermore, t-tests and ANOVA were computed to establish any significant differences in satisfaction levels and perceptions based on demographic profiles. Results: The OCHS faculty had moderate satisfactory scores (M = 3.12, SD = 0.470) and favorable perceptions (M = 3.24, SD = 0.538) toward online teaching. Faculty were more satisfied with the “affordance” component of the OISM and least satisfied with “institutional support.” Faculty perceived that ongoing training, preparing teaching materials before teaching, and ensuring a reliable internet connection are crucial for successful online teaching. Further, a statistically significant positive correlation (p < 0.001) was observed between faculty members’ perception and their level of satisfaction with online teaching. Conclusion: Faculty at OCHS with positive perceptions of online teaching will likely be more satisfied. This indicates that positive experiences with online teaching can enhance their level of satisfaction. So, the institutional support to enhance their level of satisfaction should be meticulously planned.