E-learning patterns and their relationship to effective digital teaching skills

Abstract

This study investigates the relationship between e-learning patterns and effective digital teaching skills among faculty members in the College of Educational Sciences at Al-Ahliyya Amman University, as perceived by students. The research assessed the extent to which faculty implement synchronous and asynchronous e-learning strategies and apply digital teaching practices in planning, implementation, and assessment. A quantitative descriptive survey was employed, and data were collected from 238 undergraduate students during the 2023–2024 academic year. A validated questionnaire measured students’ perceptions of faculty members’ digital teaching performance and use of e-learning modalities. Data analysis was conducted using SPSS version 27, including descriptive statistics, internal consistency analysis (Cronbach’s alpha), and Pearson correlation. Results showed that both synchronous and asynchronous e-learning were used at a moderate level, with a slight preference for synchronous methods. Similarly, digital teaching skills—particularly in planning, management, implementation, and assessment—were also moderate. A strong positive correlation (r = 0.901, p < 0.05) was found between e-learning adoption and digital teaching proficiency. The study highlights the need for professional development programs and institutional support to enhance faculty readiness for technology-integrated teaching and improve the quality of digital education.