Online teaching challenges during the COvid-19 pandemic in Bangladesh: an insight from teachers

Abstract

The main focus of this phenomenological study is to detect the observed challenges teachers face in online teaching and the probable insights. The research implements a hermeneutic phenomenological research design, which primarily serves to intensify the interpretative element to elucidate meanings in the interview transcripts of participants under a phenomenon (Van Menen, 2017). Data was collected through semi-structured interviews with four teachers from a private university. The findings disclose that during the online teachings, teachers faced challenges such as lack of internet access, unavailability of gadgets, online assessment, prejudiced outlook, less student-teacher interaction and lack of motivation. This study also gives some probable solutions to these challenges such as redesigning assessments, using specific platforms, and providing students with gadgets and financial support.