Identified challenges from selected research papers
| Category | Authors of research papers | Type of challenge | Description |
|---|---|---|---|
| College students | Dhahri et al. (2020) | Institutional preparedness | Delay in the start of the online teaching; unsatisfactory setup of online teaching |
| Hasan and Bao (2020) | Inequality of resources among students | An inadequate learning approach that posed challenges in online class registration procedures, tiny performance appraisal systems, one-way instructor support and e-learning content costs | |
| Qanash et al. (2020) | Inexperienced in online learning | Less than half of the total students had experienced distance/online learning in the past prior to its implementation the school | |
| Sundarasen et al. (2020) | Prompt implementation of remote online classes | Use of the same curricula as of F2F teaching during the prompt implementation of remote online classes in the universities | |
| Browning et al. (2021) | Changed scenarios and concerned about the uncertainty | Changed delivery and uncertainty of education, technological challenges of online courses | |
| Hossain et al. (2021) | Lack of technological and financial support | Lack of necessary technological and financial support for developing nations such as Bangladesh | |
| Cuschieri and Agius (2020) | Rapid shift and inexperienced students and faculty | Designing online instruction was considered a time-taking procedure; only millennial students were found comfortable; older faculties faced many challenges in designing instructions and in the assessment process; rapid shift posed challenges for the administrative staff, academics and students alike and a fear of the unknown future premonitions | |
| Shrivastava et al. (2021) | Lack of resources | Internet connectivity issues during the online lectures; limited time, lack of concentration, issues of audibility in online sessions, etc. | |
| Haider and Al-Salman (2020) | Lack of resources | Majority of students could not afford to buy all the necessary digital tools | |
| Khawar et al. (2021) | Lack of resources/economic support | Lack of familiarity with digital gadgets, type/quality of Internet connection, socioeconomic status resulted as the major predictors of stress, besides gender and educational level | |
| Nishimura et al. (2021) | Forced implementation with lack of proper resources | Pandemic forced implementation of distance/remote e-learning, rapid change in the system and environment, lack of technical support (digital gadgets and Internet), sudden shift to online learning, lack of knowledge of the effectiveness of online learning, sudden change in curriculum | |
| Unger and Meiran (2020) | Rapid shift | Emergency preparedness made online learning not conveniently acceptable | |
| School students | Chaturvedi et al. (2021) | Lack of sufficient infrastructure and skills | Lack of sufficient digital infrastructure and digital skillset for both students and teachers |
| AlAzzam et al. (2021) | Lack of preparedness | Not well established online and distance teaching with a lack of facilities and Internet access, probing troubles to manage the educational needs while performing the daily routines which made impractical to attend online classes regularly | |
| Ma et al. (2021) | Sudden switch to the new form of learning with no sophisticated preparation | Implemented as a universal control measure although quality and intensity variations among different provinces, and between rural and urban areas; students were found uncomfortable considering online education as a new form of learning | |
| Kim and Asbury (2020) | Lack of sufficient resources | Many families had limited access to the technology required for online learning despite the government's promises for laptops etc. | |
| Teachers | Kim and Asbury (2020) | Change in working practices | Abrupt change to practice remote teaching within only two days’ short notice |
| Truzoli et al. (2021) | lack of sufficient technological skills | Lack of face-to-face interaction with students, with some sort of lack of sufficient technological skills, getting doubtful of knowing how and what to do during/regarding online teaching with respect to students’ assessment, to follow-up and interact with students | |
| Akour et al. (2020) | Lack of effective tools for instruction, assessment, etc | Low-quality Internet, lack of digital skills, reduced interaction, ineffective communication with large groups, violation of privacy, unfair behaviours in online assessment, lack of effective tools for instruction and assessment | |
| Stachteas and Stachteas (2020) | Lack of resources and unpreparedness | Adapting the abrupt implementation of online education with limited resources and without preparation |
| Category | Authors of research papers | Type of challenge | Description |
|---|---|---|---|
| College students | Institutional preparedness | Delay in the start of the online teaching; unsatisfactory setup of online teaching | |
| Inequality of resources among students | An inadequate learning approach that posed challenges in online class registration procedures, tiny performance appraisal systems, one-way instructor support and e-learning content costs | ||
| Inexperienced in online learning | Less than half of the total students had experienced distance/online learning in the past prior to its implementation the school | ||
| Prompt implementation of remote online classes | Use of the same curricula as of F2F teaching during the prompt implementation of remote online classes in the universities | ||
| Changed scenarios and concerned about the uncertainty | Changed delivery and uncertainty of education, technological challenges of online courses | ||
| Lack of technological and financial support | Lack of necessary technological and financial support for developing nations such as Bangladesh | ||
| Rapid shift and inexperienced students and faculty | Designing online instruction was considered a time-taking procedure; only millennial students were found comfortable; older faculties faced many challenges in designing instructions and in the assessment process; rapid shift posed challenges for the administrative staff, academics and students alike and a fear of the unknown future premonitions | ||
| Lack of resources | Internet connectivity issues during the online lectures; limited time, lack of concentration, issues of audibility in online sessions, etc. | ||
| Lack of resources | Majority of students could not afford to buy all the necessary digital tools | ||
| Lack of resources/economic support | Lack of familiarity with digital gadgets, type/quality of Internet connection, socioeconomic status resulted as the major predictors of stress, besides gender and educational level | ||
| Forced implementation with lack of proper resources | Pandemic forced implementation of distance/remote e-learning, rapid change in the system and environment, lack of technical support (digital gadgets and Internet), sudden shift to online learning, lack of knowledge of the effectiveness of online learning, sudden change in curriculum | ||
| Rapid shift | Emergency preparedness made online learning not conveniently acceptable | ||
| School students | Lack of sufficient infrastructure and skills | Lack of sufficient digital infrastructure and digital skillset for both students and teachers | |
| Lack of preparedness | Not well established online and distance teaching with a lack of facilities and Internet access, probing troubles to manage the educational needs while performing the daily routines which made impractical to attend online classes regularly | ||
| Sudden switch to the new form of learning with no sophisticated preparation | Implemented as a universal control measure although quality and intensity variations among different provinces, and between rural and urban areas; students were found uncomfortable considering online education as a new form of learning | ||
| Lack of sufficient resources | Many families had limited access to the technology required for online learning despite the government's promises for laptops etc. | ||
| Teachers | Change in working practices | Abrupt change to practice remote teaching within only two days’ short notice | |
| lack of sufficient technological skills | Lack of face-to-face interaction with students, with some sort of lack of sufficient technological skills, getting doubtful of knowing how and what to do during/regarding online teaching with respect to students’ assessment, to follow-up and interact with students | ||
| Lack of effective tools for instruction, assessment, etc | Low-quality Internet, lack of digital skills, reduced interaction, ineffective communication with large groups, violation of privacy, unfair behaviours in online assessment, lack of effective tools for instruction and assessment | ||
| Lack of resources and unpreparedness | Adapting the abrupt implementation of online education with limited resources and without preparation |
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