Teaching and Communicating in Online Sessions: Qualitative Analysis of Digital Didactics and Pedagogy in Universities of Karachi, Pakistan

Abstract

Both the teachers' and the students' cultural backgrounds have the potential to influence the pedagogy and didactics in online classes. Facilitating better online communication between students of diverse cultural origins is a possibility for teachers. Consequently, this qualitative case study was conducted. Finding out how different cultural origins affect online didactics and pedagogy is the main aim of this research. Data was collected via in-depth interviews. The purposive sampling strategy was used by the researchers. They used a twelve-person sample. Teachers from a variety of cultural origins working at several universities in Karachi make up the population. For assessing qualitative data, researchers used thematic analysis techniques. Teachers' and students' cultural backgrounds impact didactics and pedagogy in several ways, regardless of how teachers perceive it. However, by using a variety of teaching strategies, teachers were able to meet the needs of students from a wide range of cultural backgrounds during online sessions. In addition, when it came to communicating with students from varied cultural backgrounds during online sessions, the majority of teachers did not have any difficulties. Teachers discussed strategies for improving cross-cultural communication in both synchronous and asynchronous online classroom settings.