Perspectives, practices, and challenges of online teaching during COVID-19 pandemic: A multinational survey

• Published in: Heliyon 2023-08, Vol.9 (8), p.e19102-e19102, Article e19102
• Main Authors: Alqahtani, Jaber S., Mendes, Renata G., Triches, Maria Isabel, de Oliveira Sato, Tatiana, Sreedharan, Jithin K., Aldhahir, Abdulelah M., Alqarni, Abdullah A., Purnama Raya, Reynie, Alkhathami, Mohammed, Jebakumar, Arulanantham Zechariah, AlAyadi, Ayadh Yahya, Alsulayyim, Abdullah S., Alqahtani, Abdullah S., Alghamdi, Saeed M., AlDraiwiesh, Ibrahim A., Alnasser, Musallam, Siraj, Rayan A., Naser, Abdallah Y., Alwafi, Hassan, AlRabeeah, Saad M., AlAhmari, Mohammed D., Kamila, Ami, Bintalib, Heba, Alzahrani, Eman M., Oyelade, Tope
• Format: Article
• Language: English
• Subjects: COVID-19; Digital learning; Online teaching; Pedagogy; Perception
• ISSN: 2405-8440; 2405-8440
• DOI: 10.1016/j.heliyon.2023.e19102

The result of the movement restrictions during the COVID-19 pandemic was an impromptu and abrupt switch from in-person to online teaching. Most focus has been on the perception and experience of students during the process. The aim of this international survey is to assess staffs' perspectives and challenges of online teaching during the COVID-19 lockdown. Cross-sectional research using a validated online survey was carried out in seven countries (Brazil, Saudi Arabia, Jordan, Indonesia, India, the United Kingdom, and Egypt) between the months of December 2021 and August 2022, to explore the status of online teaching among faculty members during the COVID-19 pandemic. Variables and response are presented as percentages while logistic regression was used to assess the factors that predict levels of satisfaction and the challenges associated with online instruction. A total of 721 response were received from mainly male (53%) staffs. Most respondents are from Brazil (59%), hold a Doctorate degree (70%) and have over 10 years of working experience (62%). Although, 67% and 79% have relevant tools and received training for online teaching respectively, 44% report that online teaching required more preparation time than face-to-face. Although 41% of respondents were uncertain about the outcome of online teaching, 49% were satisfied with the process. Also, poor internet bandwidth (51%), inability to track students' engagement (18%) and Lack of technical skills (11.5%) were the three main observed limitations. Having little or no prior experience of online teaching before the COVID-19 pandemic [OR, 1.58 (95% CI, 1.35–1.85)], and not supporting the move to online teaching mode [OR, 0.56 (95% CI,0.48–0.64)] were two main factors independently linked with dissatisfaction with online teaching. While staffs who support the move to online teaching were twice likely to report no barriers [OR, 2.15 (95% CI, 1.61–2.86)]. Although, relevant tools and training were provided to support the move to online teaching during COVID-19 lockdown, barriers such as poor internet bandwidth, inability to track students’ engagement and lack of technical skills were main limitations observed internationally by teaching staffs. Addressing these barriers should be the focus of higher education institution in preparation for future disruptions to traditional teaching modes.