The COVID-19-forced switch to online teaching has proven the traditional teaching models and practices unsuitable. Classroom-related issues require teachers to reflect and embrace innovative and practical approaches to cope with the challenges of online teaching. The current study examines the affordances and challenges of action research in online teaching. The study analyzed the responses of (N=31) university teachers in Oman regarding their experience and practice of action research-based online teaching. The study identified several factors that support or hinder action research-driven teaching and teachers‟ views on the efficacy of the teaching-research nexus. The study also drew on several implications for research-based effective teaching and teacher professional development.