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This study is a joint research project carried out in two different academic institutions in Oman during the Covid-19 pandemic. The research aims to identify the perceptions of teaching faculty and administrators on the advantages and disadvantages of online education. It also explores how the training process for online teaching occurs and what support is provided afterwards. Qualitative methodology was adopted and data were collected through semi-structured interviews from a representative sample of teaching faculty and administrators from both institutions.  Interview data were thematically analyzed using NVivo qualitative analysis software. Findings suggest that participants perceive more disadvantages of online education than the advantages demonstrating a rather negative perception. The training was decided mainly by administrators and focused on essential technical skills. Participants expressed a need for effective online pedagogical training. Short, practical sessions suitable for teachers at different skill and experience levels were suggested by the participants as well as informal peer support groups for continuous professional development after the training. There was some indication of administrative support in mainly infrastructure areas, which can be improved by employing specialist online education support staff. Further, peer support through formal committees or informally through colleagues was found to be accessible and practical. Findings from this study and the literature review can be used in other international contexts for effective provision of online education.

Teacher Training for Online Education in Oman: A Case Study at Two English Language Teaching Institutions