You can read the published paper titled "An adaptive Learning Scheme towards Flexible Learning Management System" at ASEAN Journal of Open and Distance Learning (AJODL). There are factors mentioned in the paper related to the challenges encountered by students in distance learning during pandemic.
Other than technical difficulties and availability issues with the software and hardware needed for e-learning as well as the availability of learning materials. There is the issue of concentration especially for younger children. It is difficult to expect young children to focus for longer periods of time without an authority figure monitoring their engagement and attempting to keep them interested. It is also notoriously difficult for kids to make a schedule and stick to it on their own.
It depends greatly on the level of education and the content being addressed. Generally, the greatest challenge is to awaken and guide the student to a level of self-motivation and time management, moving away from a zone of passivity and becoming the protagonist in the construction of their own knowledge. It is not possible to determine the best strategy or approach because it depends greatly, as I mentioned, on the level of education and the audience in question. Nevertheless, one suggestion is to analyze before starting any class or activity the preferences or most common learning styles in the class; there are students who prefer to learn alone, others collaboratively, others through videos, etc. Additionally, it would be interesting to identify the students' difficulties, which can be achieved through the application of a questionnaire. You can read "APRENDO: A Teacher Support Tool for Remote Teaching," where myself and others propose the development of a tool to identify these points. It is worth mentioning that merely using resources is not sufficient to achieve results, and at this point, one approach would be to employ a didactic sequence. In this regard, I emphasize that when supported by Bloom's Taxonomy, the results can be enhanced.
In summary, I would say:
I' am totally agree that the connection was the primary challenge in e-learning mainly in which students live in rural areas. However, it can be encountered with some basic network service, it is quite difficult to facilitate most of all learners who do not have appropriate facilities like smartphone for WAG, etc.
One challenge is when the Lecturer doesn't posses enough ICT skills that can help him or her navigate through their course content well. This especially affects delivery of courses that are mathematical in nature and needs calculation. If the lecturer cannot make use of digital resources to teach say a calculation on the topic of Differential Equations, so the content ends up not being effectively delivered to the learners.
You may read my article on the same topic: Chapter The Impact of COVID-19 on Students' Preferences of Learning ...
The major challenges of students in utilizing e-learning include high cost of internet services, instability of power supply, poor technical support of e-learning developers and illeratcy of students in ICT. These forementioned challenges can be resolved by government providing constant power supply, subsided cost of internet services to students.
Recommended: https://doi.org/10.62458/CamEd/OAR/Symposium/2021/133-150
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