Manuscript received May 18, 2022; revised September 1, 2022; accepted September 14, 2022.
Abstract—This study sought to explore the awareness of
teachers in K-12 during the pandemic about several aspects of
online learning: instructional strategies, motivational factors
for students, and the application of Universal Design for
Learning (UDL) to lesson plans produced by teachers. This
exploratory case study used a focus-group discussion and an
evaluation form with a sample of thirty (N=30) teachers. The
results showed that the teachers were unaware of some of the
instructional strategies for online learning. The teachers and
their students were not sufficiently prepared or qualified for the
emergency transition to online learning. The results suggest
that it is important to prepare professional development for
teachers about instructional strategies and learning theories for
online learning and blended learning.
Index Terms—Emergency remote teaching, motivation,
online learning, stimulus, Universal Design for Learning (UDL).
A. Ambusaidi is with the Ministry of Education, Oman.
M. Al-Abri is with Sultan Qaboos University, Oman (e-mail:
m.alabri4@squ.edu.om).
*Correspondence: ambusaidi40@hotmail.com.
Cite: Abdullah Ambusaidi* and Maimoona H. Al Abri, "Exploring Teaching Experience in Distance Learning during COVID-19: A Qualitative Case Study," International Journal of Information and Education Technology vol. 13, no. 2, pp. 335-343, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).