Exploring Instructors’ Perceived Practices of Online Teaching and Learning in Postgraduate Classes in Ethiopia: Public Universities in Amhara National Regional State in Focus

This study attempted to explore instructors’ perceived practices of online teaching and learning in postgraduate classes during COVID-19 in public universities in Amhara National Regional State, Ethiopia. To achieve this, a descriptive survey design was employed. In collecting the intended data from instructors, three instruments (i.e. questionnaire, interview, and classroom observation) were used. Based on this, mean, SD, one-sample t-test, One-way ANOVA, and Tukey Post Hoc were applied. The findings of the study show that there was a statistically significant difference between instructors’ overall course delivery and online assessment practices as compared to the expected mean, while there was no statistically significant difference between the online teaching practices. The result of the study also indicates that there was a statistically significant difference among the three universities in online teaching and learning practices. In addition, the result reveals that Bahir Dar University differed significantly from Debre Tabor and Wollo Universities regarding the practices of online teaching and learning. Therefore, universities in Amhara National and Regional State should give attention to instructors' practices of online teaching and learning in postgraduate programs.