pl. have a look at the following links:

https://www.tgcampus.com/blog/the-benefits-prospects-and-challenges-of-online-learning-in-india/

Article Issues and Challenges for Teaching Successful Online Courses...

Article Prospects and Challenges of Online Education in Secondary Sc...

https://timesofindia.indiatimes.com/blogs/edutrends-india/challenges-of-quality-in-online-learning/Article Issues and Challenges for Teaching Successful Online Courses...

https://www.mghihp.edu/faculty-staff-faculty-compass-teaching/benefits-and-challenges-online-instruction

https://globaljournals.org/GJCST_Volume12/3-E-learning-Opportunities-&-Prospects-in-Higher.pdf

best wishes

I think we needs more time to understand the advantages and disadvantages

One of the advantages of e-learning ... helps the student to learn electronically anywhere and anytime. Educating large numbers of students without restrictions of place or time. The exchange of skills and experiences between educational institutions .... But there are several restrictions for teachers that limit the measurement of individual differences between students

Dear Prof. Al-Hemyari!

You spotted a critical issue. COVID-19 makes this problem even more relevant:

1) Van Wart, M., Ni, A., Medina, P. et al. Integrating students’ perspectives about online learning: a hierarchy of factors. Int J Educ Technol High Educ 17, 53 (2020). https://doi.org/10.1186/s41239-020-00229-8 Open Access:

Article Integrating students’ perspectives about online learning: a ...

2) Lee-Ann Ewing & Holly B. Cooper (2021): Technology-enabled remote learning during COVID-19: perspectives of Australian teachers, students and parents, Technology, Pedagogy and Education, DOI: 10.1080/1475939X.2020.1868562 Open Access:

https://www.tandfonline.com/doi/pdf/10.1080/1475939X.2020.1868562?needAccess=true

3) Eloho Ifinedo & Marja Kankaanranta (2021): Understanding the influence of context in technology integration from teacher educators’ perspective, Technology, Pedagogy and Education, DOI: 10.1080/1475939X.2020.1867231

Open Access:

https://www.tandfonline.com/doi/pdf/10.1080/1475939X.2020.1867231?needAccess=true

4) Quirin Schiermeier et al. (2020). What it’s really like to do science amid COVID-19 - From Germany to India, researchers are grappling with how to run labs and lessons under extraordinary restrictions. Nature 586, 486-487 (2020) Open Access: https://www.nature.com/articles/d41586-020-02815-2

Yours sincerely, Bulcsu Szekely

Thank you for your question, Z. A. Al-Hemyari Addressing the views of different stakeholders is essential. However, this cannot be carried out on the basis of theories or arguments. You need to provide evidence. Therefore, you need to assess the outcomes of teaching online over the last 6-8 months 1) the assessment could include students' performance in exams. 2) the views of students and teachers about online teaching. And 3) comparing these outcomes with local and international published research or findings. In this process, you may discover several limitations and problems on how the college or school handled the teaching during COVID-19 pandemic (online education).

In conclusion, the analysis of the evidence is the way to go.

I concur with both Samy Azer and Bulcsu Szekely that the learning of HEIs is still ongoing and will be for some time to come. Before Covid there were some fairly fixed pedagogies of what made good online learning and an understanding of who were benefitted from learning online. Covid has challenged many of these conceptions and I think that there are many more articles to be written that will lead to much more diversity in the sector. Interesting times!

Some references can be found inChapter Digital Transformation of Education: Technology Strengthens ...

Based on my personal experience, the main difficulty is how to keep my students engaged while in the online platform. Students are also demotivated sometimes and therefore lack class participation.