Online teaching during COVID-19 pandemic: A phenomenological study of university educators’ experiences and challenges

Abstract

To further understand how online teaching and learning can be improved during the COVID-19 pandemic, a phenomenological study was conducted on 15 educators’ experiences of online teaching in Malaysian Universities. The Community of Inquiry framework is used as a guide, as well as a data interpretation tool, to understand the educators’ experiences in terms of planning and implementing teaching and learning in using online tools, technologies, and platforms. Findings indicate that in the current situation, with all the intricacies, deficiencies and challenges, the educators’ teaching presence is clearly discernible. Nevertheless, there appears to be efforts by the educators to ensure that teaching presence, cognitive presence and social presence are integrated, albeit in an unstructured manner. Based on the data, a flexible, fluid and dynamic model of Community of Inquiry, which is suitable to crisis situations, is suggested and a supporting guideline is provided to understand the framework.