3.2. Review of relevant literature

- Part 1 – Technical and methodological background. - Part 2 – Teaching Methods and Student Participation. - Part 3 – Evaluation and Needs.

The aim of the survey isto determine the technological aspects of online learning during the pandemic period and the way it has impacted educators’ and learners’ online experiences.

3.2. Review of relevant literature

Due to the Covid-19 pandemic, many countries were in lockdown following social distancing measures and closures of schools, training institutes, and higher education institutions. Nevertheless, educators and students tried to adapt under the new circumstances, trying to keep the same quality level of education as before the pandemic (Bao, 2020). Despite the difficulties in transitioning from face-to-face teaching to online or remote teaching, digital learning tools have emerged as viable solutions to this unique global pandemic (Pokhrel & Chhetri, 2021; Badar, Mason & Flood, 2020). ELearning tools had a crucial role during the current period, facilitating and improving online teaching and learning, obliging the educators and students to become accustomed to these new opportunities (Subedi et al., 2020; Taneja & Dutt, 2021). Unfortunately, there is not a single online tool that fits and covers the individuals' needs of educators and students. Students, parents, and educators worldwide have felt the unexpected ripple effect of the Covid19 pandemic as schools, institutions, and educational faculties have been closed to mitigate the spread of the virus and to fight the global pandemic (Sintema, 2020). While governments, frontline workers, and health officials work tirelessly to slow down the outbreak, educational institutions seeked technologies and tools to continue providing high-quality educational experiences to all students and educators during these difficult times (Basilaia & Kvavadze, 2020).

The best practices for online learning experiences are still being researched (Petrie, 2020; Kristóf, 2020). International trends of remote teaching in light of the Covid-19 pandemic bought forward most popular video conferencing applications that implement communication (Taneja & Dutt, 2021). The implementation of digital tools in online learning is dependented on both teachers' and students' expertise and exposure to information and communication technologies (ICT). Some of the online platforms that have been used so far include unified communication and collaboration platforms like Microsoft Teams, Google Classroom, Canvas

and Blackboard, which allow teachers to create educational courses, trainings, and skill development programs (Petrie, 2020). They include workplace chat, video meetings, and file storage options to keep classes organized and simple to work with (Dutt & Sharma, 2020). Additionally, they typically encourage sharing content such as Word documents, PDFs, Excel files and audio and video files. Also, they allow to track and evaluate students’ learning outcomes through quizzes, exercises and submitted assignments. Videoconferencing platforms (Google Hangouts Meet, Zoom, Slack, Cisco, WebEx) and customizable cloud-based learning management platforms (Elias, Moodle, BigBlue Button, and Skype) are frequently used in virtual classrooms (Maatuk et al. 2021). The difficulties of using online learning tools range from downloading errors, installation issues, login issues, audio and video problems to accessibility, affordability, flexibility, learning pedagogy, life-long learning, and educational policies (Murgatrotd, 2020). Many countries faced significant difficulties in obtaining reliable internet connection and access to digital devices/tools (Maatuk et al., 2021). Another aroused issue was the lack of parental guidance, especially for young learners, because of their working hours. In addition, there are practical problems concerning physical workspaces that are conducive to various modes of learning. The innately motivated learners are relatively unaffected in their knowledge because they require little supervision and guidance (Doraisamy, 2021). In contrast, the vulnerable group, which includes students who are weak learners, faced difficulties. Some academically capable students from economically disadvantaged backgrounds were unable to access and afford online education (Bsharat & Behak, 2020). Due to reduced contact hours for learners and the lack of consultation with teachers, when experiencing difficulties in learning and understanding the material covered in lectures and classes, the level of academic performance of students is likely to drop for classes held for both internal and year-end examination (Sintema, 2020). Online student assessments create uncertainty and confusion among educators, students, and parents. The method used to conduct online examinations varies depending on the convenience and expertise of the educators, as well as the compatibility of the learners. Appropriate measures to prevent plagiarism have yet to be implemented in many schools and institutions (Song et al., 2004). The ongoing situation has significantly impacted the country’s education system (predominantly schools, colleges, and universities). It is also possible that the interruptions will benefit some students' careers. Aside from being enjoyable for the children, engaging with other students and academics promotes social skills and awareness. While students are away from their regular school schedule, they face economic, social, and

psychological consequences (Sharma, 2020). Many of these students have now enrolled in online courses, spending more time on virtual platforms, which can leave children vulnerable to online exploitation. Increased and unstructured online learning time has exposed children to potentially harmful and violent content, as well as an increased risk of cyberbullying (Basilaia & Kvavadze, 2020). Because of school closures and strict containment measures, more families rely on technology and digital solutions to keep their children engaged in learning, entertained and connected to the outside world; however, not all children have the necessary knowledge, skills, and resources to keep themselves safe when online (Favale et al., 2020). Moreover, another major issue of online learning is the limited one-to-one attention from teachers to students. Most of the students prefer a two-way interaction, which can be challenging to implement at times. Another significant issue is the poor quality of the course content. The learning process will not be successful until students put what they have learned into practice. But, sometimes, online content is completely theoretical and does not allow students to put their knowledge into practice, making online learning less interesting and engaging. Students believe that the main barriers to online learning are lack of group membership, technical difficulties, and difficulties on understanding the instructional goals (Song et al., 2004). ELearning has some flaws, as it can impede communication between the learner and the educator, i.e., direct communication and human touch are not evident. Moreover, many technical issues may arise for users, obstructing and slowing down the teaching-learning process (Favale et al., 2020). Even though the flexibility of time and location is an advantage of online learning, these aspects are fragile and cause problems. Nonserious student behaviour in terms of time and flexibility can lead to plenty of issues. All students and learners are not the same; they differ in terms of their abilities and level of confidence. Some people do not feel comfortable learning online, which leads to increased frustration and confusion. Inadequate compatibility between the design of the technology and the component of psychology required by the learning process, and insufficient customization of learning processes can obstruct and create an imbalance in the teaching process (Subedi et al., 2020). In general, students agree that eLearning is beneficial and assists them in remaining safe while it improves their academic standards. Furthermore, most students claim that introducing eLearning in their life is difficult and that the poor quality of internet services is the most significant barrier to its implementation. Moreover, students claim that eLearning has drawbacks, the most important of which is that it reduces teaching staffs’ workload while it increases the pressure on students. On the other hand, the teaching staff believes that eLearning