Egyptian Educators’ Online Teaching Challenges and Coping Strategies during COVID-19

Abstract

The present descriptive study investigated the challenges experienced and the coping strategies used by Egyptian university educators from different institution types while teaching online during the pandemic. The cross-sectional study drew participants (N = 222) from three different academic institution types, private universities, public universities, and adult education institutions, who responded to a survey that examined the technical, professional, administrative, social, and psychological challenges teachers encountered as well as their coping strategies. Data were analyzed quantitatively and qualitatively. Results indicated that the challenges and coping strategies reported by teachers varied according to the teaching context and the requirements of each academic institution. The most reported challenges experienced were exhaustion, internet problems, technical issues, and anxiety. Despite the challenges, participants reported a few positive effects, including feeling more productive, being motivated to learn something new, feeling appreciated by the students and administration, and feeling confident using online teaching tools. Results also revealed that the participants used social and professional strategies to cope with the circumstances accompanying the sudden shift to online teaching. The results indicated how challenges faced by educators from different institution types may diminish with more training on, and experience with, online teaching, forming communities of practice as well as other coping strategies they developed. Such findings should be helpful to educators, institutions, and policymakers in different academic institutions all over the world and in various teaching contexts.

Challenges Facing Online Teaching and Learning in African Higher Education Institutions: Empirical Review

“…Concerning the digital or e-readiness of the institutions, the findings revealed that ICT infrastructure, tools and equipment were inadequate to promote online teaching and learning in most higher education institutions in Ghana (Asomah, Agyei & Assamah, 2022;Otoo-Arthur 2021;Sarpong, et al, 2022;Agormedah et al, 2022;Akomea et al, 2022;Adarkwah, 2020;Addae et al, 2021), Egypt (Hafez & El-din, 2019), in Ethiopia (Bayene, Mekonnen & Mamo, 2022), Nigeria, (Agolodom, Mbaba, Okpaleke, Okenkwu, Alazigha & Orevaoghene, 2023), Kenya (Anberbir, 2015;Makokha & Mutisya, 2016) South Africa (Maphalala & Adigun, 2021) Tanzania (Innocent & Masue, 2020) and Zimbabwe (Chireme & Kaseke, 2021). Inadequate provision of these ICT infrastructure, tools, and equipment means that African higher education institutions are ill-prepared to fully embrace online teaching and learning.…”