Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 8 (2025)

Navigating Online Teaching: Teachers' Challenges and Experiences as a Basis for Policy Development

Madeline T. Fernando | Estrella B. Luis | Janeth M. Luis

Discipline: Education

 

Abstract:

Online teaching has become an integral part of the educational landscape, continuing even beyond the pandemic. While research on online teaching has expanded, a gap remains in integrating teachers' practical challenges and experiences into policy development. This led to the conduct of this study, which aimed to explore the challenges and experiences encountered by teachers in online teaching, establishing a basis for policy development. In this study, a mixed-method approach was used, collecting quantitative data through surveys and qualitative data via open-ended questions and interviews. Participants were core and affiliate faculty from the Elementary Education department of Mariano Marcos State University (MMSU), Philippines. Experts validated the instruments, and the data were analyzed using descriptive statistics, as well as content and thematic analyses. Findings revealed that all participating teachers (100%) encountered varying challenges while delivering online instruction. Among these challenges, fostering class interaction and maintaining student motivation posed the most significant difficulty, with a mean score of 2.37. Connectivity and technical issues, as well as the demands of accomplishing teaching-learning tasks, were also identified as moderate challenges, both with a mean score of 2.23. Although personal and health-related concerns got the lowest mean score (1.92), they still contributed to the overall stress and difficulty of teaching online. Despite these challenges, teachers recognized the benefits derived from their online teaching experiences. The study's findings suggest the need for school policies to enhance internet accessibility, establish robust IT support systems, prepare teachers for online teaching, implement a system to monitor student participation, and promote a well-balanced work-life balance for teachers. By addressing these key areas, schools can create a more effective, supportive, and sustainable environment for online teaching and learning.



References:

  1. Aizad, A., Solomon, V., & Roman, M. (2024). Exploring the experiences of teachers in online and face to face classes during the COVID - 19 pandemic. Journal of Professional & Applied Psychology, 5(2), 361–373. https://doi.org/10.52053/jpap.v5i2.290
  2. Akyol, Z., & Garrison, R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive, and teaching presence. Journal of Online Learning, 12(3), 3–22. https://doi.org/10.24059/olj.v12i3.72
  3. Aldayel, H. S. (2024). Teaching English online during the COVID-19 pandemic in Saudi Arabia: Challenges and pedagogical opportunities. Retrieved from https://doi.org/10.1177/21582440241253916
  4. Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States.       Retrieved from  https://eric.ed.gov/?id=ED541571
  5. Bolliger, D., Inan, F., & Wasilik, O. (2014). Development and validation of the online instructor satisfaction measure (OISM). Educational Technology & Society, 17, 183–195. http://www.jstor.org/stable/jeductechsoci.17.2.183
  6. Clarke, V., & Braun, V. (2016). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613
  7. Coman, C., Tiru, L. G., Schmitz, L. M., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability. https://www.mdpi.com/journal/sustainability
  8. Connolly, C., Hall, T., Jones, S. L., & Procter, R. (2020). Research informed teaching in a global pandemic: Opening up schools to research. Association for the Advancement of Computing in Education (AACE). Retrieved from https://hull-repository.worktribe.com/output/3515634
  9. Delve, H. L., & Limpaecher, A. (2022). Qualitative content analysis: Manifest content analysis vs. latent content analysis. Retrieved from https://tinyurl.com/2vzaxemw
  10. Douglas, S. (2019). A look inside the black box: Understanding communicative exchanges in online learning environments. Retrieved from https://doi.org/10.31979/ETD.VX3P-WAJ3
  11. Ewusi‐Mensah, N., Logah, C. J., Forkuor, J. B., Mensah-Gyening, R. M. O., Arthur, A. B., & Asante, E. A. (2024). Enhancing institutional policies and frameworks for E-learning: A case study of the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. https://doi.org/10.14507/mcf-eli.i9
  12. Garrels, V., & Zemliansky, P. (2022). Improving student engagement in online courses through interactive and user-centered course design: Practical strategies. Digital Kompetanse, 17(2), 112–122. https://doi.org/10.18261/njdl.17.2.3
  13.  Gentner, C. S. (2020). Ready or not, online teaching is here. Retrieved from https://tinyurl.com/y9xjcwxd
  14. Goldstein, D., Popescu, A., & Hannah-Jones, N. (2020). As the school moves online, many students stay logged out. The New York Times.  Retrieved from https://tinyurl.com/ybt2bf5k
  15. Gonzales, C., et al. (2023). Teachers’ experiences of teaching online during COVID-19: Implications for post-pandemic professional development. Educational Technology Research and Development Journal. https://doi.org/10.1007/s11423-023-10200-9
  16. Guaña–Moya, J., Arteaga-Alcívar, Y., Criollo-C, S., & Cajamarca Carrazco, D. I. (2024). Use of interactive technologies to increase motivation in university online courses. Education Sciences, 14(12), 1406. https://doi.org/10.3390/educsci14121406
  17. Gurung, S. (2021). Challenges faced by teachers in online teaching during the COVID-19 pandemic. The Online Journal of Distance Education and e-Learning, 9(1). Retrieved from https://tinyurl.com/4jmmrea
  18. Gusti, V. Y. K. (2024). Challenges and adaptations in remote teaching: Insights from rural educators in Indonesia. Jurnal Riset Pembelajaran Matematika Sekolah. https://doi.org/10.21009/jrpms.081.02
  19. Hafizi, R., Zubaedah, P. A., Amaliah, A., Saleh, M., & Chamami, R. (2024). Assessing the impact of remote learning on student engagement: Lessons from global educational responses to crisis. Educenter Jurnal Ilmiah Pendidikan, 3(1), 42–48. https://doi.org/10.55904/educenter.v3i1.1118
  20. Higley, M. (2014). E-learning: Challenges and solutions. Retrieved from https://tinyurl.com/3763usmu
  21. Kaur, N., & Gopal, K. (2024). Leveraging challenges: Advancing digital education in the digital frontier. International Journal of Education and Practice, 12(2), 391–405. https://doi.org/10.18488/61.v12i2.3692
  22. Lapada, A. A., Miguel, F. F., Robledo, D. A. R., & Alam, Z. F. (2020). Teachers’ COVID-19 awareness, distance learning education experiences, and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127–141. https://doi.org/10.26803/ijlter.19.6.8
  23. Manca, S., Persico, D., & Raffaghelli, J. E. (2021). Editorial. Emergency remote education: Methodological, technological, organizational and policy issues. Journal on Educational Technology, 29(2), 3–9. https://doi.org/10.17471/2499-4324/1251
  24. Martin, J. (2019). Building relationships and increasing engagement in the virtual classroom: Practical tools for the online instructor. Journal of Educators Online, 16(1). Retrieved from https://tinyurl.com/2vrvzuwz
  25. Mese, E., & Sevilen, C. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology and Online Learning, 4(1). Retrieved from https://tinyurl.com/3589kxkx
  26. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  27. Noor, A., Mumtaz, S., Malik, F., & Maqsood, S. (2024). E-learning challenges faced by university teachers during COVID-19 pandemic. The Qualitative Report. https://doi.org/10.46743/2160-3715/2024.6366
  28. Olaniyan, A. O., & Uzorka, A. (2024). Challenges of e-teaching during the Covid-19 pandemic in Uganda universities. KIU Journal of Education, 4(1), 104–111. https://doi.org/10.59568/kjed-2024-4-1-10
  29. Omar, M. K., & Mohmad, I. R. (2023). Pedagogy, ICT skills, and online teaching readiness as factors on digital competency practices among secondary school teachers in Malaysia. Asian Journal of Vocational Education and Humanities. https://doi.org/10.53797/ajvah.v4i1.1.2023
  30. Pallavi, K. P. (2020, August 4). Students playing porn clips, no tech knowledge: How teachers are dealing with online classes. India Today. Retrieved from https://tinyurl.com/3hfva3xv
  31. Pimentel, J. (2019). Some biases in Likert scaling usage and its correction. International Journal of Sciences: Basic and Applications. Retrieved from https://tinyurl.com/mrxa82fw
  32. Quevillion, K. (2021). Online teaching: 3 unique challenges and how to solve them. Retrieved from https://tophat.com/blog/online-teaching-challenges/
  33. Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
  34. Richards, K., & Thompson, B. M. W. (2023). Challenges and instructor strategies for transitioning to online learning during and after the COVID-19 pandemic: A review of literature. Frontiers in Communication. https://doi.org/10.3389/fcomm.2023.1260421
  35. Rosalina, E., et al. (2020). Teachers’ challenges toward online learning in the pandemic era. Linguistics, Literature, and Language Teaching Journal, 10(2), 71–78. https://doi.org/10.18592/let.v10i2.4118
  36. Rotar, O. (2022). Online student support: A framework for embedding support interventions into the online learning cycle. Research and Practices in Technology Enhanced Learning, (17)2. https://doi.org/10.1186/s41039-021-00178-4
  37. Sadiku, M. N. O., Adebo, P. O., & Musa, S. M. (2018). Online teaching and learning. International Journal of Advanced Research in Computer Science and Software Engineering, 8(2). https://tinyurl.com/4shctfhb
  38. Salman, S., Fatima, M., Anees, R. T., & Rahman S. (2024). The barriers to effective remote education, including access to technology, student engagement and teacher preparedness. Review of Education, Administration and Law, 7(4), 289–302. https://doi.org/10.47067/real.v7i4.383
  39. Salmorin, A., & Motus, R. (2024). The lived experiences of teachers on the implementation of blended learning modality. Deleted Journal, 5(1), 218–229. https://doi.org/10.53378/iarr.924.131
  40. Silva, E. J., & Coutinho, D. J. G. (2024). Challenge of educators in times of remote teaching. Retrieved from https://doi.org/10.51891/rease.v10i8.15167
  41. Singh, B., Zamaletdinov, R. R., Kaur, B., & Singh, J. (2022). Virtual professional learning for school teachers to support them in online environment. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.802882
  42. Shorten, A., & Smith, J. (2017). Mixed methods research: Expanding the evidence base. Evidence-Based Nursing, 20(3), 74–75. https://doi.org/10.1136/eb-2017-102699
  43. Yusnilita, N. (2020). The impact of online learning: Students' views. ETERNAL (English Teaching Journal), 11(1). https://doi.org/10.26877/eternal.v11i1.6069

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic