This research is aimed at establishing how teaching culture has been transformed by the implementation of online teaching and learning during the COVID-19 pandemic crisis. In particular, the study seeks to establish how this paradigmatic shift towards online learning in the approach to teaching has impacted the teaching culture of Hong Kong from the perspective of teachers working in higher education who have moved to teaching online as a result of the COVID-19 crisis. How is online teaching affecting the experience and well-being of students? How may any negative impacts may be offset? In what ways can benefits be maximised and enhanced by the implementation of digital devices in teaching? These questions are explored in this study through the undertaking of both primary and secondary research. The study introduces the contextual background to the topic in light of the implementation of online teaching in the wake of the COVID-19 pandemic from both a global perspective and that of higher education in Hong Kong. The primary data admitted to this study for analysis consists of both questionnaire and interview data derived from teachers of English Language teaching online at higher education institutions across Hong Kong. This variety of primary questionnaire and interview data should allow for both quantitative and qualitative analysis of data, allowing for some triangulation of findings from either source.