The Role of Critical Reflection in Online Teaching

Abstract

The study aimed to explore the role of critical reflection in on-line teaching process, providing perceptions of how critical reflection is beneficial and can be improved. The nature of this research was qualitative and a hermeneutic research design was used. A purposive sampling technique was used and 15 teachers were selected who were teaching online in the private universities of Lahore. The study used semi-structured interviews for the data collection. The instrument was developed after literature review and was validated by three experts and modified according to their guidance and guidelines. The interviews were recorded with the respondent’s permission. Moreover, the researcher collected and interpreted the participant's lived experiences, revealing a gap between the theoretical understanding and practical implementation of critical reflection among teachers. Themes were emerged. The study concluded that teachers need to be more aware of critical reflection and processes, which are crucial to online teaching and learning. The research suggested that critical reflection must be included into teacher training and professional development programs, making them mandatory or compulsory for all teachers, educators, and prospective teachers.