ABSTRACT
The COVID-19 pandemic, in Pakistan, impacted the educational system leading to the abandonment of face-to-face learning. This led to the reshaping of teaching and learning methodologies shifting from on-campus to virtual education. Most teachers were not only lacking in digital literacy but also experience a lack of self-confidence. In this context, a quantitative study based on ABA Experimental design was conducted to investigate the self-perceived efficacy of an online teaching workshop on the confidence skills of a sample of Pakistani university lecturers. A total of 70 participants (Mage= 33.14, SD=7.02) were recruited via a non-probability purposive sampling strategy. Twenty four males and forty six females attended a workshop and completed pre and post-assessment questionnaires which comprised a demographic questionnaire and Teaching Online Confidence Scale. Paired sample t-test was undertaken to compare pre-and-post means of confidence levels in online teaching which showed significant differences in confidence level (p<.05). This study implies that such online training programs need to be nationally recognized and further research is required in Pakistan to investigate the relative and differential effectiveness of online teaching workshops.