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Rusia
Objectives: The purpose of the study was to examine the factors that supported or inhibited teacher participation in remote teaching. Teaching and learning in Nepal was predominantly face-to-face prior to the pandemic, and the previous studies showed that the use of educational technology in higher education was limited.
Method: This exploratory case study draws on data derived from focus group discussions with teachers in higher education. Thematic analysis was employed to explore the impacts of different factors in sudden transition to remote teaching.
Findings: Findings show that personal factors such as teachers’ sense of duty and their attitude towards technology use facilitated their practice despite technological (internet connection), organizational (directives on exams or online classes) and environmental (inconsistent power supply) issues.
Implication for Theory and/or Practice: Continued uptake of technology by teachers and colleges and universities should be practiced to move education towards a blended approach to teaching and learning. Educational authorities should provide more explicit guidelines on teaching and learning and administration of assessments across multiple situations, including pandemics and other emergencies requiring higher education to pivot.
Conclusion: COVID-19 has sped up technology uptake and integration in higher education in Nepal. It increased awareness of technology and encouraged teachers to enhance their skills to integrate technology into learning.
