UNDERSTANDING MANAGEMENT CHALLENGES THROUGH HEATMAP ANALYSIS OF ONLINE TEACHING EXPERIENCE CORRELATIONS

This article explores the experiences and perceptions of online teaching among instructors from higher education institutions in Kazakhstan. Through a comprehensive survey, data were collected from educators across various disciplines, including social sciences, natural sciences, engineering, medical fields, and more, to examine the factors influencing the acceptance of online learning. The survey covered demographic characteristics, teaching experience, satisfaction with online teaching performance, and digital competence. It also assessed the technological skills of instructors, their ability to use various online platforms, and their engagement with students in an online environment. Additionally, challenges such as internet connectivity, access to resources, and institutional support were analyzed.The results highlight significant gender disparity, with a higher representation of female instructors, and show that most instructors were experienced in online teaching before the pandemic. Spearman’s correlation coefficient was employed to identify the strongest positive and negative correlations between key variables. Positive correlations emphasized the importance of technical proficiency and diverse teaching methods, while negative correlations revealed challenges related to gender inclusivity in mixed-gender online classes.A heat map was used to visualize these correlations, allowing for quick identification of key trends. The findings suggest that technical skills, institutional support, and inclusivity play crucial roles in shaping instructors’ experiences of online teaching. This article concludes that improving technical training, fostering inclusivity, and enhancing institutional support will be key to improving the quality of online education in Kazakhstan