Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives

  • Bibi Eshrat Zamani
  • Azam Esfijani University Of Isfahan
  • Sayed Majid Abdellahi Damaneh Payame-noor University, Iran
Keywords: Online Education, Faculty Members’ Participation, Barriors

Abstract

Although higher education systems in developing countries such as Iran have embraced the online education approach, they are confronted with significant challenges in this transition, one of which is lack of instructors' participation in online teaching. Therefore, this research is aimed at exploring barriers and influential factors for this lack of participation. The researchers developed their theoretical framework based on a thorough review of the existing body of knowledge while considering the cultural features of Iran as a developing country. A tailored questionnaire asking about the existence of three groups of barriers, namely personal, attitudinal and contextual inhibitors, was distributed among all faculty members who were candidates for delivering online courses in one of the top universities in the country. Data was analysed using the descriptive and inferential tests of Friedman, t-Test and ANOVA. The results were in line with research findings in other developing countries in which the contextual barriers had the most inhibition effect against faculty members’ participation in online teaching. Certain cultural barriers also are highlighted by participants, pertaining to the context of Iranian online education systems.

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Author Biography

Azam Esfijani, University Of Isfahan

Assisstant Professor

Department of Educational Sciences

Published
2016-07-23
How to Cite
Zamani, B. E., Esfijani, A., & Abdellahi Damaneh, S. M. (2016). Major barriers for participating in online teaching in developing countries from Iranian faculty members’ perspectives. Australasian Journal of Educational Technology, 32(3). https://doi.org/10.14742/ajet.2678