The major challenges while teaching online are as follows.

1. High cost of data

2. Poor internet connectivity

3. Non availability of smartphones in slums and villages

4. Most of the parents and children are not mobile savvy

5. Lack of face to face contact reduces interest of both the teachers and students

6.it is not at all useful for primary or preprimary children.

There are a lot of challenges:

- typical curricula are not suitable; because online teaching requires re-design learning outcomes, content, activities and assessment's methods.

- qualified teachers and instructors; where online learning requires dealing with new educational technology, academic platforms and LMS.

- infrastructure to implement online learning. This type of learning requires high quality WIFI and devices such as chrombook which are not available for all students.

- and finally the community culture to accept this type of learning and its impact.

The major problem student will out of control teacher if they willing to hear or them make the sound of and play with another app

At the start of lockdown we carried out a study looking at how students and music educators coped with moving to online teaching. In several aspects the findings were positive, particularly relating to student engagement, student progress and less dead time. Challenges related to accessibility, suitable technology, reception and bandwith.

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A challenge unmentioned by others yet is that of library support. Libraries have accessed more electronic resources, assisted more students to find e-resources, and recorded multiple short training videos explaining different aspects of the support that libraries can offer students, even when the physical library is closed to readers. Induction programmes for new students take on heightened significance when students are dependent on catalogue searching to access physical books and music by "click and collect" reservations, not to mention a whole range of e-resources, in order to complete their academic assignments. Scheduling extra tuition sessions; and ensuring students are aware that they can video-conference with librarians, are just two of the extra services we've been providing. Indeed, librarians have demonstrated both flexibility and a willingness to embrace new modes of working.

In the past, I have said that librarians are a bit like pharmacists and scientific researchers. They're not as high-profile as lecturers or medics, but their knowledge and support makes their more high-profile colleagues' work possible. Today, however, we are all gratefully aware of the huge contributions that pharmacists actually make! Meanwhile, the librarians quietly work on in the background, but - again - what we do does, I believe, make a signficant difference to the business of teaching students.

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Todos os professores precisam de estarem preparados para ministrarem as suas aulas no sistema híbrido. Parece-nos que durante e depois da pandemia da COVID-19 o ensino nunca será o mesmo de ontem.

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Two major challenges we faced were high cost of data and poor internet connectivity

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In the Indian context, parents and adult caregivers are struggling to meet the challenges of homeschooling while juggling work and community obligations, caring for family members, and maintaining individual well – being. Teachers are having to rapidly adapt to new and untested teaching methods using digital media. In poor households where income is at first priority, children are left on their own to home – school or are pulled into other tasks due to lack of digital tools.

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Ensuring student participation and academic integrity with regard to assessments are the two major challenges

Globally, everything has stopped. Projects have been delayed, workplaces closed and schools shut down. The world seems to have ground to a halt because of the novel coronavirus.

As a student participating in the home-learning program, online school was confusing to adjust to as we had not been prepared through simulations or practices beforehand. Students reported the home-learning program to be even more stressful than regular classrooms.

Many students participating in home-learning programs also say that the workload of online classes is larger than that of regular classes. The general consensus is that home-learning programs — although highly beneficial and a good alternative to school as schools are closed — still require some getting used to by students, as it is a novel concept and not many are experienced with them.

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Some subjects simply cannot be learned online, such as PE, Drama, or even music when learning new instrument. The challenge would be to adjust teaching and assessment.

For younger students, we need parents’ participation which cannot always be expected. Furthermore, online learning is simply not age-appropriate for them since they need to move around and feel (sensory learning).

For older students or university level, it can be difficult to change certain assignment to fit online platform (such as seminar, simulation, etc).

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One possible challenge is absence of reliable connectivity and provision of Internet for both the teacher and learners

The major challenges while teaching online are as follows.

1. High cost of data

2. Poor internet connectivity

3. Non availability of smartphones in slums and villages

4. Most of the parents and children are not mobile savvy

5. Lack of face to face contact reduces interest of both the teachers and students

6.it is not at all useful for primary or preprimary children.

Thank you so much for your answer and comment

The lack of experience of the lecturers. Some think that because the student is at home he can have a greater load of homeworks and the exams can be longer.

These issues have repercusions with the presentations tahta can become boring for the student.

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Online Study is time taken, and approx. without assessment, and need lots of competency and Technical skills.

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Atta, although the facilitation of online teaching and learning has enhanced social distancing, helped in containing the spread of the virus and provided us with new tools to do so, the challenges are also wide ranging. These constraints include, for example, surmounting the digital divide between rich and poor nations and citizens, ensuring access by all, levelling off the associated costs included in the online provision, ensuring that both tutors and learners have the requisite competences and skills-sets to facilitate successful online teaching and learning, enhancing transparency, fairness and probity in online assessments, including examinations and so on. Interesting...

https://www.researchgate.net/publication/345737698_Survey_on_general_awareness_mental_state_and_academic_difficulties_among_students_due_to_COVID-19_outbreak_in_the_western_regions_of_Uganda

Hi Atta. It seems to me that at the heart of your question lies the issue of quality learning in terms of online versus face-to-face (F2F) teaching and learning, which has come about as many schools were forced to move to online learning only in response to the COVID-19 pandemic. In this respect there are a number of major, and often complex challenges that have emerged from research, including the quality of online learning experiences (Newcomb, 2020), the preparedness of teachers to deliver online learning effectively (Thomson, 2020) and the impact that school lock-downs have had on both student and teacher wellbeing (Prothero, 2020; Francis, 2020). Collie and Martin (2020) summarise this situation as having thrown teachers into “uncharted territory”, and highlight the need this creates for “teacher adaptability”, that is, teachers being adaptable in relation to both how they teach and how they achieve professional capacity within the confines of this new norm.

Such challenges require educators to think about how to design online learning in ways that go beyond simply trying to replicate the traditional F2F situation, and in my opinion this means that a core challenge for all of us in education is to learn to ask the right sorts of instructional design questions required to position online teaching and learning in the best interests of the learner.

From this perspective, some fundamental questions would be what (and how) appropriate teacher training and upskilling will occur in a way that focuses the use of ICT to support teaching, and what ancillary skill sets teachers will need around this support - such as how to collect and use data to inform their teaching and evaluate their use of ICT. These types of questions will help to resolve some of the major challenges that teachers seem to face in the transition process.

This will also require a consideration of the structural supports needed to maintain, and perhaps even scale-up, this support, and thus issues relating to the provision of ongoing ICT support at the school level, teacher release-time (having dedicated time freed-up for training and curriculum planning via the technology), enabling teachers to learn and work collaboratively (and equitably), providing social-emotional support to both teachers and learners, identifying clearly defined and consistent leadership roles, and having clear success criteria for the tech-driven approach should also be considered.

Effective leadership is critical to the success of any school reform agenda, and in this regard school leaders will likely focus on how to respond to these challenges from additional perspectives, including a consideration of the costs involved, having clearly defined leadership roles for themselves, ensuring the competency of ICT support staff, knowing how to positively encourage teacher engagement and accountability, defining and operationalising clear evidence of learning (e.g., how will overall school improvement as an outcome of the online approach be demonstrated?), and marketability – how to use this evidence to market their schools and increase enrollments. Additional considerations will be to align these issues with the mission, vision and goals of the school, perhaps involving the development of an underlying map or schema for the support plan, as well as thinking about how to contextualise the online approach in relation to the knowledge economy - which is the economy each learner will need to be able to live and work in (Yeigh et al., 2020).

Finally, it is common knowledge that the social aspects of learning are absolutely necessary for effective learning to occur, as well as for teacher professional competence and confidence to flourish. Because of this, probably one of the greatest challenges in transitioning from F2F to online teaching and learning will involve questions about how to maintain and develop 'social capital' for both teachers and the learner in a virtual learning environment. Thus, intentionally designing for instructional approaches that encourage online networking will also be necessary - how will the online approach encourage collaboration, peer-to-peer support, mentoring and an overall sense of being connected to a learning community?; How will this design do the same for the teacher? Also, what metrics will be used to monitor and possibly measure social capital in this sort of environment?

Thinking of challenges in this more complex manner may seem a bit overwhelming, but I suspect it is necessary if we want to truly design for online learning that is able to benefit and 'value-add' to the learner's experience in the current (and likely ongoing) educational context. I hope this response is helpful to your own studies and research in this area. All the best... :))

References

Collie, R. & Martin, A. (2020). Teacher wellbeing during COVID-19. Teacher (Australian Council for Educational Research). https://www.teachermagazine.com.au/articles/teacher-wellbeing-during-covid19?utm_source=CM&utm_medium=Trending&utm_content=TeacherWellbeing

Francis, S. (2020). Support for teacher wellbeing during COVID-19. The Educator Australia. https://www.theeducatoronline.com/k12/news/support-for-teacher-wellbeing-during-covid19/271214

Newcomb, T. (2020). ‘Why Do I Want Digital Experiences for My Kids If It Looks Like This?’ — Experts Fear Parent Backlash Against Online Learning. The 74. https://www.the74million.org/article/why-do-i-want-digital-experiences-for-my-kids-if-it-looks-like-this-experts-fear-parent-backlash-against-online-learning/?utm_source=Ed%20Digest&utm_medium=email&utm_campaign=4%2F10%2F20

Prothero, A. (2020). Teens Are Growing Depressed and Disconnected From School, Student Survey Finds. Education Week. https://blogs.edweek.org/edweek/rulesforengagement/2020/06/teen_social_emotional_health_survey.html?r=1321311957&cmp=eml-enl-eu-news2&M=59595509&U=1790648&UUID=5a0962b1730c8128b2846c213757611a

Yeigh, T., Lynch, D., Turner, D., Fradale, P., Willis, R., & Lawless, E. (2020). Using blended learning to support whole-of-school improvement: The need for contextualisation. Education and Information Technologies. doi: 10.1007/s10639-020-10114-6

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One of the major challenges i have in my class is that the way i give my feedback to my student's output based on what they have submitted because i cannot really assess if its their own work or somebody did it for them. Because one of the most important factor id dealin our class is through discussion and interaction.

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Teaching provided remotely online via the Internet in the e-learning formula is a form of replacement for traditional teaching during the SARS-CoV-2 (Covid-19) coronavirus pandemic. However, e-learning does not enable the achievement of all educational and pedagogical goals, taking into account the development of abilities, skills of pupils and students, taking into account social issues, etc. Besides, conducting exams in the e-learning formula may be difficult. Also, the implementation of classes developing practical skills, classes, exercises, laboratories, etc. is difficult in e-learning.

Best regards,

Dariusz Prokopowicz