Teachers’ and Students’ Experiences of Mandatory Online Teaching in Qatar: the case of a Covid-19 crisis

This is the authors' abstract. We don't add key points for this paper.

The nature of schooling was forced to evolve during the Covid-19 pandemic as schools around the world were compelled to make a paradigm shift to teaching and learning through virtual learning environments (VLE). This inquiry sought to explore teachers’ and students’ experiences of mandatory online instruction and the role of instructional leadership in supporting the transition. Using a qualitative case study, three data generation techniques were used; one on one interview with teachers, focus group discussions with students and document analysis of e-mail correspondence from the school management to teachers in providing direction during the transition period. Responses were coded using word processing and the findings revealed lack of prior-training and preparedness for teachers which led to various challenges in navigating the online platforms. These challenges, some experienced by both teachers and students include; technical, heavy workload, lack of interaction, effective feedback and classroom management. Further, it was found that the instructional leadership practices of the school were focused more on giving directives than guidelines and support in navigating the ‘new normal’. The implications point towards, amongst other requisites, a need for social, cognitive and teaching presence in VLE and a more dynamic instructional leadership approach.