مدى توافر المهارات الرّقميّة لدى أعضاء هيئة التّدريس في جامعة الخليل وعلاقتها بالأَداء الأكاديمي
This study aimed at identifying the availability of digital skills among faculty members at Hebron University and their relationship to academic performance in light of the study variables (gender, academic rank, type of college, years of work and full-time basis). The population of the study consisted of all full-time and part-time teaching staff at Hebron University. There were 428 instructors. A stratified random sample of 20% of the faculty members was chosen according to the full-time variable, they were 89 faculty members. The research used the analytical descriptive (quantitative and qualitative) methodology. The researcher used questionnaires and interviews as tools for data and information collection. The questionnaire was prepared after referring to previous literature and studies. It was divided into two sections: the first one consisted of 25 items that measures the basic and advanced digital skills, whereas the second section was composed of 29 items that measures the academic performance distributed over five aspects (preparation and planning, scientific research, following up “tests and grades”, text books and interaction with students in virtual meetings), so the total number of the questionnaire items are 54. The researcher verified the psycho-metric characteristics (credibility and consistency) of the questionnaire and applied it on a pilot sample of (12) faculty members. The study revealed that the degree of availability of digital skills among Hebron University staff and their relationship with academic performance was high. The highest basic skill was the ability of faculty members to share a screen while communicating with students during online lectures. The results has also shown that faculty members had advanced digital skills such as sharing educational content with students through Google applications. The results also showed that the performance of academic faculty members came to a very high degree, as it was found that faculty members have a very high ability to prepare and plan for teaching. The results indicated that there were statistically significant differences in the average responses of the study sample to the degrees of availability of digital skills due to the full-time variable. The results also showed that there were statistically significant differences in the average responses of the study sample to the level of academic performance due to the gender variable in favor of males and the type of college in favor of scientific colleges. The study recommended activating more digital applications for Google educational applications at the university and circulating them to faculty members and holding specialized training courses for faculty members in the most important modern digital skills in education; to use them in various academic disciplines. (Author’s abstract)