This study aimed to explore the lived experiences of university teachers who participated in online teaching for the first time during the COVID-19 pandemic.A qualitative method of data collection and inductive themat...This study aimed to explore the lived experiences of university teachers who participated in online teaching for the first time during the COVID-19 pandemic.A qualitative method of data collection and inductive thematic analysis were used.The data were collected through a semistructured interview from 11 faculty members who teach in various universities in Pakistan.The analysis presented five themes of the online teaching experience:culture and gender-related issues,teaching effectiveness,challenges in online teaching,coping strategies,and faculty's'post-COVID-19 perceptions.The findings reflect that the faculty prioritized to focus on immediate online instructional matters in the wake of the pandemic with a lack of emphasis on global practices for online learning.Experienced and young faculty reported disparities in striking a balance between pedagogy and technology.Moreover,despite the limitations,the experience itself prepared the faculty for a blended learning approach and increased their awareness of global and future challenges.The implications were reported based on the findings.展开更多
文摘This study aimed to explore the lived experiences of university teachers who participated in online teaching for the first time during the COVID-19 pandemic.A qualitative method of data collection and inductive thematic analysis were used.The data were collected through a semistructured interview from 11 faculty members who teach in various universities in Pakistan.The analysis presented five themes of the online teaching experience:culture and gender-related issues,teaching effectiveness,challenges in online teaching,coping strategies,and faculty's'post-COVID-19 perceptions.The findings reflect that the faculty prioritized to focus on immediate online instructional matters in the wake of the pandemic with a lack of emphasis on global practices for online learning.Experienced and young faculty reported disparities in striking a balance between pedagogy and technology.Moreover,despite the limitations,the experience itself prepared the faculty for a blended learning approach and increased their awareness of global and future challenges.The implications were reported based on the findings.
