The SARS-CoV-2 Coronavirus pandemic has indirectly increased the scale and accelerated the development of internetization and digitization of social and economic processes in many sectors and branches of modern economies, including in school education and higher education. In order to slow down the pandemic development process, many public institutions, specific categories of services, many shops, shopping centers, cinemas, hotels, restaurants etc. have been temporarily closed or switched to customer service remotely, via the Internet. Similarly, didactic processes previously carried out in schools and colleges have been replaced by didactic classes conducted remotely, via the Internet. Due to the suspension of stationary didactic classes in schools and colleges, classes are conducted remotely, through various new online media through specific forms of e-learning. However, e-learning is only a substitute form that does not allow full achievement of all goals and functions of education processes. In the didactic process implemented through e-learning, the possibilities of choosing various educational methods are limited. To a large extent, the possibilities of choosing specific educational and pedagogical methods are determined not only by the specificity of the issues being taught, but also by specific ICT and Internet information technology instruments, implemented Industry 4.0 technologies, remote communication applications, online educational platforms, technical capabilities of computer equipment, technical parameters of Internet bandwidth , laptops, smartphones, etc. that are available to students and teachers. The remote form of the teaching process is currently used as a temporary substitute form. However, in many respects, didactic classes conducted via the Internet are not a good solution in the long run, because only some types of didactic classes and some taught subjects could be conducted mainly or only in a remote form. The e-learning form of didactic classes can play a complementary role to traditional, stationary didactic classes in schools and colleges. However, it should not replace these activities entirely in the long run.

Greetings,

Dariusz Prokopowicz

In developed countries, the virtual education processes in the face of the crisis have come forward thanks to the fact that they have achieved, over time, the ideal training for teachers with different teaching platforms and methodologies to achieve the objectives. Another fundamental aspect is the existence of a universal internet in these environments. On the other hand, in developing countries, the confinement before Covid19 and the suspension of the school year forced to rethink and adapt on the march an approach of virtual teaching model, in which teachers are not trained for that purpose and together with This the limitations of the student body with the possession of a computer, mobile or tablet. Similarly, access to the internet, for various reasons (financial, connection, etc.) is a major limitation. The implementation of e-learning strategies requires interdisciplinary work when trying to design a product from scratch. Although this is not necessary, if we adopt the basic principles of technological surveillance in R + D + I processes. However, there are many resources on the digital market that can be implemented to streamline teaching and learning. But before, teaching requires a turn and rethink their work before this learning model that characterizes the student of the current 21st century. The need to create new educational models implies establishing the pedagogical principles that guide it. Recognize that classroom teaching is not just what the student learns. Teaching does not mean transferring information one-way, or coming to the classroom to answer questions, as if the teacher were the postmodern Oracle of Delphi. The future of education is to take advantage of technologies and connectivism as tools to enhance autonomous learning in students. This means taking advantage of the fact that large numbers of students live more connected with technology.

Imagine the need for students and lecturers in higher education institutions in developed and developing countries to adapt to virtual learning during COVID-19.

Virtually all countries and all levels of education are not finding it interesting to respond to the lacuna of COVID-19 when it comes to a complete switch from the mixed-method (contact and Virtual session) they are used to and the virtual teaching-learning method. Especially in the Global South, the decision of schools to respond to COVID-19 vacuum has one way or the other affects the principle of inclusive education because not all students were accommodated the alternative method. That is, not all institutions are/can adequately cater for the students' needs in terms of internet of things, among others. A significant percentage of students live in rural areas with little or no access to the internet, not only that, some students are from the previously disadvantaged socio-economic background with little of or no economic buoyancy to possess computer sets and other needed sophisticated tools to meet up with virtual teaching and learning.

I, therefore, think that institutions must at all-time ensure that students and staffs most especially lecturer is used to the virtual teaching-learning system even after COVID-19, this will enable them to respond without creating any vacuum should the case or similar contingency happens in the future.

The perception is difficult to gauge at the moment, however, it is difficult since everyone is locked down in the house. The data issue. The setup of environment all make it challenging. All in all most students and staff have taken it positively due to the situation.

Article COVID‐19 and online teaching in higher education: A case stu...