From the Adoption to the Implementation of Online Teaching in a Post-COVID World: Applying Ely’s Conditions of Change Framework

Abstract

The pivot to online and distance teaching during the COVID-19 pandemic in 2020 created a strong momentum for the establishment and integration of online learning and teaching opportunities in higher education on a global scale, and the Saudi higher education sector is no different. However, the adoption of online teaching during the pandemic was abrupt and sudden; the goal was to provide continued access to education during lockdowns rather than to ensure the effective and sustained use of online and distance courses and programs. The purpose of this study was to examine faculty members’ perceptions regarding the presence or non-presence of eight conditions of change as suggested by Ely and to examine any differences in their perceptions based on various factors (e.g., college affiliations and number of online courses taught). According to Ely, the presence of these environmental conditions is necessary for the successful and sustained implementation of technological changes in educational institutions. The participants in this survey study were 168 faculty members at one public university in Riyadh, Saudi Arabia. The findings indicated that on average, only four out of the eight conditions were perceived as being present by the current sample. Analysis of variance also indicated significant differences in faculty members’ perceptions regarding the presence of some of the conditions based on their reported knowledge of online teaching as well as the number of online courses taught. A discussion of these findings as well as recommendations for the improvement of institutional conditions to support online teaching is provided.

Keywords

• Ely’s conditions of change
• online teaching
• educational change
• educational innovation
• COVID-19