Abstract
This qualitative study explored instructors’ reflective perspectives regarding challenges facing during online
instruction. Faculty members (N=18) of Virtual University of Pakistan from different campuses (N=04) were
selected as a sample and in-depth interviews were carried out in their offices. The texts were coded and
analyzed qualitatively by employing Grounded Theory Approach (Creswell, 2003). From the analysis, five main
categories were derived regarding challenges in online instruction: hiring of qualified professors, guidance and
financial support to enhance enrollment, technology access, lack of persistence among virtual students,
communication hindrances between the instructor and student. Moreover, instructors’ perceptions revealed
that e-learning should be facilitated in Pakistan, as it is an effective mode of learning in the context of a
developing country where majority of virtual students are either working professionals or females of remote
areas who cannot join traditional learning system for enhancing their capabilities.
