Distance Learning and Its Role in the Academic Output of University Professors: A Field Study on a Sample of Faculty Members at Ajdabiya University

Abstract

The study aimed to identify the most used remote education applications and platforms by university professors in academic production, their purpose, and the skills required for their use. It also sought to identify the most significant advantages and disadvantages of remote education, as well as to observe the difficulties and challenges faced by university professors in using remote education platforms. The study relied on the descriptive approach, and the sample type was purposive, consisting of a number of faculty members in the study population at Ajdabiya University during the year (2025). The sample size was (44) professors. A questionnaire was used as a data collection tool, and the data were analyzed in univariate tables. The study reached several results, most notably that the most used remote education platforms were email, followed by the Zoom platform. Mobile phones were the most used device, followed by personal computers (laptops), due to their ease of availability and use by university professors, who typically use them daily to complete and perform academic production. Their knowledge of using these platforms was very good, as they provide them with a suitable educational environment by utilizing them in writing academic research, explaining lectures to students, obtaining sufficient information, and most importantly, saving time and effort. Additionally, they use them to publish research in scientific journals and follow up on conferences and seminars. Most of the sample members encourage their fellow professors to use remote education platforms to benefit from them in academic production. Among the difficulties faced by faculty members when using the platforms were weak internet services, difficulty in interaction by others, lack of sufficient experience in using them, and the unavailability of technical equipment at the university