Competencies of online teaching among Computer Female Teachers

Abstract

This study aimed to identify the mastery of online teaching competencies among Computer Female Teachers in Riyadh city. The study sample consisted of (186) computer female teachers for the intermediate and secondary stages. To achieve the objectives of the study, descriptive approach was used, and a questionnaire was developed that consisted of (29) items distributed on four areas of online teaching competencies: planning, implementation, technology, and communication. The results showed that the members of the sample were fully proficient in the competencies of teaching online in general. While it was found that they were not completely masters of some items in the area of implementation and the area of technology. The results also showed that there were no statistically significant differences between the arithmetic averages due to the scientific qualification or years of experience.  The study recommends continuing to support the mastery of online teaching competencies among computer teachers by providing training courses on online teaching, with attention to training on the practice of formative assessment, and teaching that encourages discussion, interaction, and group activities during and outside the time of the class. The study also presents some suggestions for future studies in the online teaching of computer sciences