Factors Affecting Online Teaching: Teachers’ Perspective

Abstract

Online teaching, a method where educators deliver content through virtual classes using digital resources, gained widespread usage during the global COVID-19 pandemic to sustain educational activities worldwide. This study focuses on the perspective of university teachers on factors affecting online teaching. A total of 111 respondents were selected as a sample through the technique of purposive sampling. A self-developed online questionnaire was used to collect data. Both inferential and descriptive statistics were used for analyzing the data that was collected. The study concludes that key variables internet issues and limited technical expertise significantly and negatively impacted the effectiveness of online teaching. However, other constructs, such as resource issues, limited class engagement, disciplinary problems, and uncooperative family were not deemed significant in this study, suggesting no substantial impact on online teaching. The study sheds light on the challenges faced in online teaching, highlighting the critical factors influencing its success or hindrance. The focus on specific variables provides valuable insights for educators and policymakers seeking to enhance the quality of online education.