• ISSN(P) : 2708-2474
  • ISSN(E) : 2708-2482
  • ISSN(L) : 2708-2474

Article

 

Challenges Faced by Teachers while Adopting Digital Pedagogy during Covid-19 Pandemic in Pakistani Universities

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Abstract

Impacts of COVID-19 caused an immediate shut down in higher education worldwide. However, in response, higher education sectors adopted instructional technologies and shifted face to face classes into online classes. This sudden and unexpected transition challenged teachers, particularly in developing countries like Pakistan. This study aimed to explore teachers’ teaching challenges during the pandemic. Data for the research were collected from three Pakistani universities; LUAWMS, University of Baluchistan and Turbat University, from the teachers' population through a self-developed questionnaire. In return, from 80 sent questionnaires via WhatsApp and E-mail, only71 well-filled responses were analyzed by SPSS (version 20). The findings examined teachers’ challenges in four areas;difficulty in immediate adoption of technology in pedagogy, challenges in online content delivery, satisfaction with students’ online assessment, and satisfaction with availability of resources for online classes. Moreover, the interpreted data have been explained and suggestions have been given for future study.

Authors

1-Najeeb
MS Scholar, Faculty of Education, Lasbela University of Agriculture Water and Marine Sciences, Uthal, Balochistan, Pakistan.

2-Niamatullah
Assistant Professor, Faculty of Education, Lasbela University of Agriculture Water and Marine Sciences, Uthal, Balochistan, Pakistan.

3-Qayyam Dashti
Department of Economics, University of Turbat, Turbat, Balochistan, Pakistan

Keywords

Digital Pedagogy, Technological Complexities in Pedagogy, Teachers’ Training, Content Delivery, Students’ Assessment

DOI Number

10.31703/gmsr.2021(VI-III).02

DOI Link

http://dx.doi.org/10.31703/gmsr.2021(VI-III).02

Page Nos

13 –32

Volume & Issue

VI - III


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Published: Sep 2021

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