Abstract

Due to the outbreak of Coronavirus (COVID-19), the higher education institutions of Afghanistan shifted to online teaching. This critical situation has rendered both opportunities and challenges in online teaching. Hence, the present study aimed to investigate the opportunities and challenges of online teaching in the higher education institutions of Afghanistan during the COVID-19 outbreak. It also explored the differences in the opportunities and challenges of online teaching according to gender, academic qualification (degree), and teaching experience. A simple random sampling technique was employed to collect the data from 628 university lecturers in Afghanistan. Descriptive statistics, independent sample T-tests and ANOVA tests were employed to investigate the research questions. The findings of the study has revealed some major opportunities and challenges of online teaching. Besides, it was found that there was no significant difference in the opportunities of online teaching between genders, but a significant difference was obtained in the challenges of online teaching across genders. It was also revealed that academic qualifications and teaching experience has made a statistically significant difference in the opportunities obtained by the respondents. The qualification and teaching experience did not have any impact on the challenges of online teaching. Some implications and limitations of the study are also presented at the end of the study.

摘要

由于冠状病毒 (COVID-19) 的爆发，阿富汗的高等教育机构转向在线教学。这种严峻的形势给在线教学带来了机遇和挑战。因此，本研究旨在调查 COVID-19 爆发期间阿富汗高等教育机构在线教学的机遇和挑战。它还根据性别、学历（学位）和教学经验探讨了在线教学的机遇和挑战的差异。我们采用了一种简单的随机抽样技术来收集阿富汗 628 名大学讲师的数据。采用描述性统计、独立样本 T 检验和方差分析检验来调查研究问题。研究结果揭示了在线教学的一些重大机遇和挑战。此外，研究发现，性别之间在线教学的机会没有显着差异，但跨性别在线教学的挑战却存在显着差异。还发现学历和教学经验对受访者获得的机会产生了统计学上的显着差异。资格和教学经验对在线教学的挑战没有任何影响。在研究结束时还介绍了研究的一些影响和局限性。但在跨性别在线教学的挑战中获得了显着差异。还发现学历和教学经验对受访者获得的机会产生了统计学上的显着差异。资格和教学经验对在线教学的挑战没有任何影响。在研究结束时还介绍了研究的一些影响和局限性。但在跨性别在线教学的挑战中获得了显着差异。还发现学历和教学经验对受访者获得的机会产生了统计学上的显着差异。资格和教学经验对在线教学的挑战没有任何影响。在研究结束时还介绍了研究的一些影响和局限性。