摘要
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.
