To overcome a shortage of female faculty members for teaching female students in a gender-segregated educational system, Saudi Arabian universities have assigned male faculty members to teach female students through videoconferencing. However, female students often do not prefer videoconferencing, and it does not reach an optimal level of satisfaction. Although students’ ability to see an instructor’s face might diminish this negativity, Saudi cultural norms do not encourage men to show women their faces. Therefore, this study aimed to explore the impact on female students’ perceived social presence, satisfaction, and comprehension of showing male faculty members’ faces during videoconferencing. The study used the quantitative method of a between-group quasi-experimental posttest-only design. Lasting 6 weeks and including 27 female graduate students, the study administered six tests to examine participants’ comprehension and an online questionnaire to measure their perceived social presence and satisfaction. No differences between control and experimental groups were found for perceived social presence, satisfaction, or comprehension. Thus, researchers and practitioners should pay attention to opposite-gender instructor, segregated campuses, synchronized courses, gathering of students in same physical context, and conservative culture to provide effective distance education for gender-segregated institutions, as well as students with gender-segregated backgrounds when engaging in non-segregated distance education in the globalized world.

为了克服在性别隔离的教育系统中教授女学生的女教师短缺的问题，沙特阿拉伯大学已指派男教师通过视频会议教授女学生。然而，女学生通常不喜欢视频会议，并且没有达到最佳满意度。尽管学生看到教师脸的能力可能会减少这种消极情绪，但沙特的文化规范不鼓励男性向女性展示他们的脸。因此，本研究旨在探讨在视频会议期间展示男性教职员工的面孔对女学生感知社会存在感、满意度和理解力的影响。本研究采用组间准- 实验后测试设计。该研究持续了 6 周，包括 27 名女研究生，进行了六项测试来检查参与者的理解力，并通过在线问卷来衡量他们感知的社会存在感和满意度。在感知到的社会存在感、满意度或理解力方面，对照组和实验组之间没有发现差异。因此，研究人员和从业者应关注异性导师、隔离校园、同步课程、相同物理环境的学生聚集和保守文化，为性别隔离的机构以及性别隔离的学生提供有效的远程教育。在全球化世界中从事非隔离远程教育时的背景。