Main Article Content
This study aimed at showcasing teachers’ viewpoint on the challenges faced by both teachers and students during the online teaching-learning process in the midst of Covid-19 pandemic. The study asked to investigate challenges in the form of resources, institutional & teacher support, technical skill, time, learning environment, and interaction that teachers and students encounter in online learning. The study focused on challenges faced by teachers during delivery of lessons through online mode along with problems faced by students during online mode of learning. The results revealed that teachers were equipped with basic facilities required for online learning, but students residing in far flung areas of Khyber Pakhtunkhwa faced hurdles in the form of electricity breakdown during online classes and poor internet signals. Institutional support was somehow there and it was noticed that online mode is economical than face-to face education system. Teacher support was present though teachers and students were initially deprived of skill in handling online tools. It was also found that the home environment of students was not conducive to learning and distraction was observed from students’ side. The teachers accepted that online mode was a better choice during the pandemic, but it could not be considered a substitute for physical classroom. Essentially qualitative in nature, this paper uses the integrated theoretical framework, which the leading researchers in the field of Asynchronous Learning Networks call the Online Interaction Learning Theory.