Özet:

Introduction& Aim: To identify challenges faced by the students and faculty and the solutions to overcome them on online teaching learning method during lockdown. Methods: A descriptive qualitative study of 6 months duration was conducted among the medical faculty and students. Non-probability purposive sampling was employed in the study. Free listing was done initially to elicit the views of faculty and students to meet the intended objectives. Visual Anthropac software was used to identify the salient variables using Smith’s Salience Score (free listing), and then pile sorting was done to identify the association between the salient variables. Results: Ten members participated in the free listing and pile sorting. A total of 42 responses were obtained pertaining to the challenges during online teaching, of which 25 were identified as the salient variables depending on the cut-off value of 0.125 (Smith’s Salience Score) and subjected to pile sorting. Similarly, 25 challenges were identified for the solutions to over come the challenges in implementation of the online teaching programme during the free listing, and all were included in the second stage of pile sorting. Cognitive maps were drawn to understand the relationship between the involved challenges and the solutions to overcome them separately. Conclusion: Online education changes all components of teaching and learning in higher education. Three major categories of findings were identified: issues related to online learners, instructors, and content development. Learners’ issues included learners’ expectations, readiness, identity, and participation in online courses. Instructors’ issues included changing faculty roles, transitioning from face-to-face to online, time management, and teaching styles. Content issues included the role of instructors in content development, integration of multimedia in content, role of instructional strategies in content development, and considerations for content development. To address these challenges in online education, higher education institutions need to provide professional development for instructors, trainings for learners, and technical support for content development. Keywords distance education and telelearning, teaching or learning strategies, postsecondary education, pedagogical issues, human–computer interface.

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