Abstract
Lecturers' pandemic challenges with transitioning to online teaching indicate them needing better 'online teaching dexterity' or the ability to negotiate a range of online teaching situations. This kind of teaching competency needs to be better understood as institutions are seeking more educational flexibility through online learning beyond the pandemic. Using phenomenology, this study distils the meaning of online teaching dexterity from lecturers' online teaching experiences during the pandemic. Semi-structured interviews with 19 lecturers from a university in New Zealand found that they manifested online teaching dexterity through continuously reshaping their seeing, communicating, juggling, and engagement strategies to changing circumstances. Lecturers established future practices through reconstructing teaching routines and practice-based learning. The study discusses how the lens of online teaching dexterity can be used to reframe post-pandemic online teaching competencies as different forms of adaptive expertise.