You cannot learn to swim while sitting on the shore. And even going into the water knee-deep. Now we are in a stream and we are not comfortable. But there is an opportunity to improve skills. Those who do not return to the shore after the flood will grow fins.

Through the tool Zoom and classroom I have been able to design my chemistry classes. I have also recorded my videos explaining some cases related to chemical nomenclature. I have also shared with my students some applications to make formulas, structures and names of chemical compounds. Some of the assignments that my students have done have been classroom evaluations and activities using the application of making chemical compounds

I am about to use a chemistry lab simulator to see how I develop it in online classes.

I don't regularly give online lessons as I'm still a student myself but I can recommend BigBlueButton.

There, you can upload a presentation and can allow students to write (or draw) on the presentation. There is a chat function as well as writing down information on the extra note "window". You can send students to "Breakoutrooms" where you set a time limit in which students can discuss a topic or whatever they should do.

I only give private lessons for children and some prefer it online for safety.

In my opinion, beeing able to look into others livingroom shouldn't be a problem. students could create an empty "learning corner" If they don't want you to see anything in the tiny windows you can see.

My experience in undergraduate classes in Modern Sociological Theories is very close to the evaluation of its students. The aggravating aspect is the difficulty of accessing technological resources, for participation in classes. The experience of classes in the Master and Doctorate is more relaxed. Students criticize the limited resources of the platform indicated for classes by the University, Microsoft Teams.

You cannot learn to swim while sitting on the shore. And even going into the water knee-deep. Now we are in a stream and we are not comfortable. But there is an opportunity to improve skills. Those who do not return to the shore after the flood will grow fins.

As a lecturer of TVET College, we could not implement online teaching due to lack of resources and management plan. And our students also don't have the resources..

My personal experience as a student as UJ were great with the use of Blackboard and the university also ensured that we have data to access those lessons offered during pandemic

It all depends on what students consider it to be a "normal" class. If your classes have been very dynamic in the classroom, try to replicate group discussions, collaborative work, peer instruction, and overall interaction using Microsoft Teams or Zoom. They do have the tools to do this. Some professors are not taking full advantage of its capabilities. I suggest looking for a good training program in the pedagogic use of these. What you describe has not been the experience in my institution, but again, that depends on the students, how well designed the class is, and faculty training. Also, plan your online sessions ahead of time, and after each session ask students to give you feedback (don't wait until the end of the course). Good luck !

As a teacher I updated myself to teach online with various online tools, very good experience to interact with students learning and teaching new things. Traditional and online teaching is two different aspects and having different approaches.but it has its draw backs also. Obviously we could overcome those things. My double tumb ups to new development.

We note through the study that we have applied in relation to the obstacles to achieving the quality of distance education as an exploratory study from the point of view that university professors and students have attributed the obstacles to achieving the quality of distance learning in light of the Corona pandemic to: 1- Subjective obstacles: the weak motivation of students to learn about After (44.25%), and to the difficulty of comprehending some subjects in the absence of classroom interaction by (58.75%), as well as to the students 'accustomment to face learning (39%), and to some teachers' lack of conviction in the feasibility of distance learning at a rate of (14.75%) And not everyone is ready to apply the distance learning system, at a rate of (43.5%).

2 / Pedagogical obstacles:

We also note that professors and students attributed impediments to achieving quality distance learning in light of the Corona pandemic to the difficulty of learning some applied materials and remotely directed work by (16.25%), to the lack of clarity of remote evaluation methods by (23.75%), as well as to the lack of preparation University community (administration, professors ...) to deal with distance learning (16%).

3 / Technical constraints:

We also note that professors and students attributed obstacles to achieving quality distance learning in light of the Corona pandemic to poor internet flow by 59%, and to data and information security and confidentiality at 32.25%.

4 / Financial and Organizational Obstacles:

We also note that professors and students attributed obstacles to achieving quality distance learning in light of the Corona pandemic to the lack of capabilities for remote communication (devices, internet, applications ...) at a rate of (59.25%), and to lack of training in the use of technology by (35%) As well as the multiplicity of electronic media and the lack of unified controls among all (23.5%), and the home environment is not suitable for distance learning (26.5%).

Through the tool Google meet and classroom I have been able to design my value Education classes. I have also recorded my videos explaining some cases related to students and family personal life. I taught students how to solve their personal problem.

You need to get approval by the students involved.

In my case, it has been a great experience to teach on line, Initially, I thought I could not do it; however now I am finishing the term and I have learned a lot about TICs. Students also did a good job. The teaching – learning process had positive and negative feedback. I designed different activities to encourage my students to participate individually or in teams. There is something that was the hardest aspect to me to handle and it was not to see my students, not to interact with them directly. But something I am sure of is the my teaching methodology will change from here on.

My online teaching experience says that it is just meant for a stop gap arrangement during this covid-19 situation. It has not been so productive as expected earlier. This can never be a substitute for face to face interaction. The result of its productivity depends on internet connectivity and network availability etc.

In my classes, some students don't connect to some classes, absenteeism from face-to-face classes seems to be repeated, students have their own ways of acting towards optimal academic preparation, either because they are going to college as high school graduates or they are in college. For me, if on the part of the student, there is no desire to learn and train professionally, there is no strategy that works no matter how much the teacher shows his or her interest in innovating and presenting his or her students with striking things in their classes.

I think it goes with how do we respond to change. Are we resilient towards the change or what? It will surely take time to adjust to these changes.

• I must say that this period of pandemic was a great learning curve for me! I have been an advocatory of online learning and also been conducting research regarding teachers and students' views on online learning prior to the pandemic. Of course, there was a mixed reaction for online learning back then! But I never thought that such a day will come so soon when everybody would have to go online whether they liked it or not and whether they were equipped or not for such an emergency transition!
• It's been more than 6 months conducting online classes of Biology for my students. The initial phase was of self -learning, exploration and also of guiding the students to use online facility. We have daily classes on Google Meet and assignments/material upload is done on Google Classroom. I use PPTs, online videos, OERs, regular testing using Google forms and goformative. I learnt how to make short teaching videos, do video editing and use WACOM tablet pen for explanation on white board or for annotation while online. I explored other learning apps and online platforms too to make my teaching-learning process more enriching. There has been a lot of reorientation, upskilling and upgradation in order to cope with the current challenges. Moreover, the number of webinars and online conferences I have attended during this pandemic period surpasses all those offline conferences and seminars I attended prior to pandemic! All this has occupied most of my time and I must say that at times I find difficult to manage all this while attending to my personal chores and responsibilities.
• Now, coming to students. They have also managed to cope with the new way of learning. Digital devices, fast internet connection and digital skills for online learning are some of the factors which are important for a good online experience. Not all learners will have the same availability of these factors and hence every learner tends to have a different experience. Surprisingly, I have experienced better attendance to my online class as compared to offline classes. As a teacher, you have less control on your students online who could be busy eating or doing something else while the video is turned off! At the time of assessments again you can only rely on your instincts, experiences and student's loyalty in not using unfair means during the tests.
• While concluding my thoughts, I would say that calling online classes not real classes will be highly demotivating for those teachers who are putting lot of real efforts in making learning possible even without physical meeting. Further, I do agree that the present ongoing teaching-learning does not conform to online learning pedagogy in spirit. But its an emergency educational innovation which is partly trying to alleviate the academic loss of learners due to pandemic.

As a student at a University in Thailand, I feel that online teaching is running quite smoothly with a bump here and there. One of my professors use a chatting app instead of video-calling app to conduct a class, although it ran quite slow, it gave all of us the time to think before we finally come up with ideas, critique, discussion, and surely previous studies to support our arguments in the topic discussed.

I believe that besides the pedagogical method, a teaching technique--which integrates technology on it, which complement one another could be best "replacing" the class for the time being.

Regarding the 'inequalities' exposed during the online classroom practice, I think it makes us all aware that "online class" is not only a video- or audio-call sessions with your students at a designated time--which demand a lot of data (bandwidth), but also in other forms. Again, the internet is a vast place to explore. Do not dwarf yourself by focusing on mainstream media.

Преподавание в период пандемии на платформе дистанционного обучения было трудным. Обучение по специальности "Музыкальное искусство" предполагает индивидуальные занятия со студентами, обучая их вокальному и инструментальному исполнительскому мастерству, хоровому дирижированию, а также пение в хоре и игру в оркестре. Это очень сложно сделать с помощью программ дистанционного обучения, особенно в реальном времени и это не продуктивнои не дает ожидаемых творческих результатов.

Dear Ivo Carneiro de Sousa

Online teaching can not be an alternative to face-to-face teaching. However, a blend of teaching method is an alternative.

Hello. As a university professor in France, the approach that I am taking for a Master level class of about 30 students (at a university in France), is to engage the students actively in the "co-construction" of the "blended learning" process. The students are divided into 8 groups (of 3-5 people), each group addressing one aspect of the "hybridation" procedures as a "project". One part of their work (which counts for a course worth 10% of their academic year) is to identify the "stakeholders", the "performance issues" and the risks associated with their domain, and carry out ex ante and ex post evaluation in a simple - qualitative - multi-criteria multi-actor framework. The cumulative outcome will be a systematic documentation and appraisal of "How to do (or, maybe, how not to do!) a blended learning process under conditions of stress, institutional dysfunction and resource penury." We intend to produce "teaching resources" that can be a basis for a Master-lebel programme on "How to do (or not do) Blended Learning". If I find the time and energy, we can even publish syntheses of our collaborative efforts. I consider that this is better than simply asking students to give feedback as passive victims of often-mediocre processes.

I have observed that there have been cases of some students in online classes, who repeat the same behavioral patterns as in face-to-face classes, and it is also the same with teachers who are responsible for repeating knowledge that has already been completed and do not give students the tools to construct the knowledge. In other words, the model of behavior and procedures of both students and teachers was digitized.

My experience is entirely positive. Technologically mediated communication and collaboration lacks some of the aspects of f2f-interaction but it has advantages, too. Easy sharing of contents and resources, in case of asynchronicity activities can be less sressful and shy learners get their chance to contribute more and better, powerful collaboration-tools liek google-docs, google-slides, etc. ...

I work for two different institutions. One of the is a 100%-online university in Catalonia, Spain. Interaction is mainly asynchronous which provides flexibility of space and time, which for people who need it, makes up for the disadvantage of not having face2face time. The other one is an important provider of language courses, where f2f-classes are now forbidden or have to be held in a very restricted way. We use Zoom to conduct synchronous online teaching and learning. Lerners are satisfied with the experience and prefer this modality to sitting at distance in a classroom wearing face-masks.

Quite frankly, I think if none of your students had the feeling of having had an acceptable experience, maybe the problem is not online-teaching as such, but the specific design of the classes, the perceptions and expectations of your students, your own attitude towards the situation etc. I wpuld like to hear more about these aspects.

Kindly,

Pedro