Aim/Purpose The objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during the COVID-19 pandemic Further, the study analyzes the moderating effect(s) of gender and level of the course on the quality of e-learning in higher education during the COVID-19 pandemic Background The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education "e-learning " The learning supported with electronic technology like online classes and portals to access the courses outside the classroom is known as e-learning This study aimed to point out the variables influencing the quality of e-learning, such as administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support Methodology An inferential statistics cross-sectional study was conducted of the students of higher education institutions in India and the Kingdom of Saudi Arabia with a self-administered questionnaire to learn the students' perception of e-learning All levels of undergraduate and postgraduate students took part in the study with a sample size of 784 Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the quality of e-learning and the seven independent variables and two moderating variables in the higher education sector Contribution The study aims to explore the quality of e-learning in higher education from the students' perspective The study was analyzed based on the student's data collected from the higher educational institutions of India and Saudi Arabia The study will support the top management and administrators of higher educational institutions in decision making Findings The findings revealed that there is a positive relationship between the set of variables and the quality of e-learning in the higher education sector Also, there is a significant difference in the perception of the students between gender, level of the course, and quality of e-learning in the higher education sector during the COVID-19 pandemic Recommendations for Practitioners The results of the study can help top management and administrators of higher educational institutions to improve their actions Higher educational institutions need to concentrate on the study outcomes related to administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support to enhance the quality of e-learning The study revealed that there should be a difference in the procedure of providing e-learning based on the level of the course and gender of the students Recommendations for Researchers The results were examined and interpreted in detail, based on the perspective of the students, and concluded with a view for future research The study will be beneficial for academic researchers from different countries with a different set of students and framework Impact on Society The study revealed that the positive results of the students' perspective on the quality of e-learning would help the policy-makers of the country in providing the learning process during the COVID-19 pandemic Also, the result explored the importance of the quality aspects of e-learning for improvement Future Research There is a need for future studies to expose the quality of e-learning in higher education in the post-COVID-19 pandemic Further researchers will bring the performance level of e-learning during the COVID-19 pandemic

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Factors affecting the quality of e-learning during the covid-19 pandemic from the perspective of higher education students

Survey Research Methods, Floyd J. Fowler Jnr, London, Thousand Oaks, CA, Sage Publications, 3rd edn, 2002, pp. ix + 179, Cloth ISBN 0 7619 2190 7, £38.00, Paper ISBN 0 7619 2191 5, £14.99

In the system of higher education, distance learning through the e-learning courses is becoming the most relevant and widely demanded learning mode over the past decade. This article assesses the introduction of distance-learning principles into the university teaching and learning process in terms of quality. The experiment involved 1.250 students learning at the Kazan Federal University. The survey helped to identify the main barriers to the effective implementation of modern distance learning technologies in the university teaching and learning process: non-readiness of teachers and parents, the lack of necessary skills of applying the computer-based online learning systems, inability to interact with the faculty and teachers, the lack of sufficient academic advisors online. In addition, this article investigates the internal problems: limited resources, unevenly distributed marketing advantages, inappropriate administrative structure and the lack of innovative physical facilities. The paper allows sorting out the indicated problems through the stepwise introduction of a distance learning model that fits any university, regardless of its specialization.

/pdf/modern-distance-learning-technologies-in-higher-education-2ccvvdmfxb.pdf

Modern Distance Learning Technologies in Higher Education: Introduction Problems

The aim of this paper is to analyze the primary stress factors female professors at online universities are exposed to. The technique used for the prospective and exploratory analysis was the Delphi method. Two rounds of consultations were done with fourteen judges with broad experience in health and safety at work and university teaching who reached a consensus of opinion regarding a list of nine psychosocial risk factors. Among the most important risk factors, mental overload, time pressure, the lack of a schedule, and emotional exhaustion were highlighted. These risk factors are related to the usage and expansion of information and communication technology (ICT) and to the university system itself, which requires initiating more research in the future in order to develop the intervention programs needed to fortify the health of the affected teachers and protect them from stress and other psychosocial risks.

https://www.mdpi.com/1660-4601/17/8/2958/pdf

Analysis of Stress Factors for Female Professors at Online Universities

The aim of this study was to evaluate the psychometric properties (factor structure, reliability and construct validity) of the Brief Distance Education Attitudes (DEA) scale. Four hundred twenty-two SEND teachers filled out socio-demographic data forms and the DEAS. Factors were extracted by EFA (Principal Components Analysis) and confirmed by Analysis of Moment Structures. No floor-ceiling effects were observed. No significant differences of skewness and kurtosis were observed between the two Domains. All goodness of fit indices generated by CFA were found satisfactory (TLI = 0.962 > 0.95, RMSEA = .035 < 0.08, CFI = 0.943 ≥ 0.90, χ2(34) = 57.93, p = .000 and SRMR = 0.034 < 0.08). Cronbach’s alpha value formed at α = .764. SEND teachers’ attitudes towards Efficacy in Distance Education and Difficulties Related to Distance Education are considered as significant factors for the implementation of distance education during COVID-19 crisis. Consequently, universities, education technology corporations and policy makers should take consideration of these factors so as to train SEND teachers’ and support emergency remote-teaching scenarios.

/pdf/distance-education-attitudes-deas-during-covid-19-crisis-hwfby9qeib.pdf

Distance Education Attitudes (DEAS) During Covid-19 Crisis: Factor Structure, Reliability and Construct Validity of the Brief DEA Scale in Greek-Speaking SEND Teachers

The purpose of this study was to evaluate the availability and effectiveness of administrative support elements for online teaching faculty, and introduce a faculty validated Matrix for use as a guide in development of administrative support for online programs. When administrators make decisions about the infrastructure support needs of a current or planned online teaching program, these decisions are often based on external expert advice rather than on the advice of experienced ground level faculty. Online teaching faculty are the best source of advice and information on what works and what does not. With this premise in mind faculty at a premier medical university were surveyed to find out what elements are important to the development of an effective online teaching program. Faculty feedback was used to validate an Online Teaching Infrastructure Matrix designed to help campus administration evaluate the current administrative support they provide to online teaching programs.

/pdf/infrastructure-and-administrative-support-for-online-2oobg267yh.pdf

Infrastructure and Administrative Support for Online Programs.

The proliferation of online education programs creates a myriad of challenges for those charged with implementation and delivery of these programs. Although creating and sustaining quality education is a shared responsibility of faculty, staff, and academic leaders, this article focuses on the pivotal role of leadership in securing the necessary resources, developing the organizational structures, and influencing organizational culture. The vital foundation for a successful outcome when implementing online education programs is the role of leadership in providing adequate and appropriate support. Abundant literature extols the roles of leadership in project management; however, there is a dearth of models or systematic methods for leaders to follow regarding how to implement and sustain online programs. Research conducted by the authors culminated in the development of an Administrative Support Matrix, thus addressing the current gap in the literature.

Leadership's role in support of online academic programs: implementing an administrative support matrix.

The rush to transition education from the traditional face-to-face to an online or hybrid environment increases each year. Universities realize online education is crucial to the future survival and expansion of their educational programs. Herein we discuss the infrastructure support that is vital to the foundation of a durable online program. The essentials include faculty training and mentoring, a campus network, secure access, data storage, fast and efficient IT support, and the appropriate type of technology for teaching. A crucial element is administrative support in the form of funding, guidance, oversight, and the removal of obstacles to the development of an online program. Faculty were surveyed to identify: a) perceptions of what elements are important to the development of a successful online program; b) which of those elements were in use at their institution; c) factors that enhance faculty participation in an online program, and the factors which impede their contribution. A Matrix is introduced that administrative decision- makers can use to develop an online teaching program or enhance an existing program.

Developing and Sustaining Online Education

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Infrastructure and Administrative Support for Online Programs.

Leadership's role in support of online academic programs: implementing an administrative support matrix.

Developing and Sustaining Online Education