Objective: the research aim was to identify the online learning challenges from the perspective of Jordanian paramedical teachers. Methods: a cross-sectional online-based survey of academic faculty members of two community colleges was utilized from 1/11/2021 to 14/11/2021. The participants of this research were 155 teachers. The instrument used in this study consisted of online five Likert scale questionnaires.Results: The findings revealed multiple challenges in online learning. In terms of administration, the most significant issues included the lack of clarity in the faculty's mission for online learning (mean = 4.55) and inadequate technical support (mean = 4.07). Faculty members reported challenges such as increased workload due to online teaching methods (mean = 4.17) and a shortage of suitable online educational materials (mean = 3.97). Infrastructure-related barriers included frequent network disconnections (mean = 4.17) and limited availability of technological resources like virtual classrooms (mean = 3.91). Overall, all challenges were rated with a high degree of agreement by the participants, highlighting significant obstacles in the effective implementation of online learning. Conclusion: The study concludes that addressing these challenges, particularly in administration, faculty support, and technological infrastructure, is critical for improving the online learning experience in Jordanian paramedical education. Enhanced administrative guidance, targeted faculty training, and better technological infrastructure are necessary steps to ensure the sustainability and success of online education.

Objective: the research aim was to identify the online learning challenges from the perspective of Jordanian paramedical teachers. Methods: a cross-sectional online-based survey of academic faculty members of two community colleges was utilized from 1/11/2021 to 14/11/2021. The participants of this research were 155 teachers. The instrument used in this study consisted of online five Likert scale questionnaires.Results: The findings revealed multiple challenges in online learning. In terms of administration, the most significant issues included the lack of clarity in the faculty's mission for online learning (mean = 4.55) and inadequate technical support (mean = 4.07). Faculty members reported challenges such as increased workload due to online teaching methods (mean = 4.17) and a shortage of suitable online educational materials (mean = 3.97). Infrastructure-related barriers included frequent network disconnections (mean = 4.17) and limited availability of technological resources like virtual classrooms (mean = 3.91). Overall, all challenges were rated with a high degree of agreement by the participants, highlighting significant obstacles in the effective implementation of online learning. Conclusion: The study concludes that addressing these challenges, particularly in administration, faculty support, and technological infrastructure, is critical for improving the online learning experience in Jordanian paramedical education. Enhanced administrative guidance, targeted faculty training, and better technological infrastructure are necessary steps to ensure the sustainability and success of online education.