PRISMA 2009 Flow Diagram

Identification

Records identified through Additional records identified

database searching through other sources
(n = 11) (n = 0)

Records after duplicates removed

Screening

(n = 11)

Records screened Records excluded

(n = 11) (n = -)
Eligibility

Full-text articles assessed Full-text articles excluded,

for eligibility with reasons
(n = 9) (n = 2)
Included

Studies included in
systematic review
(n = 9)
 Studies for Consideration

Objectives To be
Type Included/
Setting/ Challenges/
Responde of
No. Title Complete Citation Year Place of Focus
nt/s Resea Adaptations 1 2 3 Excluded,
Origin
rch
Remarks

1 Advantages , Article, O., Mukhtar, K., 202 Pakist 12 Quali Challe Challenges    Included
Limitations and Javed, K., Arooj, M., & 0 an faculty tativ nges enumerated:
Recommendatio Sethi, A. (2020). membe e: that 1. unable to teach
ns for online Advantages , rs from guide the skills
learning during Limitations and the d memb 2. lack of student
COVID-19 Recommendations for college inter ers of feedback
3. limited attention
Pandemic Era online learning during of view their
span
COVID-19 pandemic medicin faculty
4. lack of
era, 36, 27–31. doi: e and ecnou attentiveness
https://doi.org/10.1266 college nter. 5. resource intensive
9/pjms.36.COVID19- of 6. lack of discipline
S4.2785 dentistr 7. plagiarism
y
Challenges
described:
1. Through online
learning
modalities, they
were unable to
teach and learn
practical and
clinical work.
They could only
teach and assess
knowledge
 component
2. Mismanaged
decorum during
online sessions.
3. Hands-on
sessions such as
laboratory and
clinical skills
teaching have
been disrupted.

Adapting Approach:
1. Sharing
recorded
videos of
laboratory
and clinical
skills
demonstratio
n
2 Teachers ’ Covid Dave, R., & Roldan, A. 202 Philipp 2400 Quan Enume 1. though most of  Included
-19 Awareness , (2020). Teachers ’ 0 ines teacher titati rated the respondents
Distance Covid -19 s from ve: challeg are teaching in
Learning Awareness , all over surve ens of urban areas, there
Education Distance Learning the y teache are still several
Experiences and Education Philippi rs on basic education
Experiences and schools that are
Perceptions nes distan
Perceptions not equipped with
towards ce
towards the facilities,
Institutional Institutional learnin amenities and
Readiness and Readiness and g in training to
Challenges Challenges. the distance learning
International Philipp education during
Journal of ines. difficult times.
Learning, 2. challenges on
Teaching, and knowledge and
Educational skills required in
Research 19(6). delivering distance
https://doi.org/10. learning education
26803/ijlter.19.6.8 classes problems
on establishing
communication
with, challenges
on having stable
internet access
intended for
distance learning
education,
challenges on the
use of phones,
laptops, and
tablets or any
devices for
distance learning
education, and
challenges on the
use of any
Learning
Management
System).
3. Teachers also
encountered
challenges in the
use of social
media, emails and
other platforms of
distance learning,
giving instruction
 and responding to
queries through
email and
messages,
encouraging
participation and
utilization of
features in online
classes, time
management in
the conduct of
classes,
monitoring of
responses,
availability of
students and other
online classes
issues and the
sudden shift from
face to face to
online classes.
3 From bricks and Quezada, R. L., Talbot, 202 Califor 40 Mixe Adapti Adapting approaches  Included
mortar to C., & Quezada-parker, 0 nia faculty d ng to transition the
remote teaching K. B. (2020). From bricks teachin meth metho course/s from Face to
: a teacher and mortar to remote g ods: ds that Face to Remote/
education teaching : a teacher courses case teache Online teaching:
programme‘s education programme‘s from study r- 1. Technology-based
instructional strategies
response to response to Covid-19. founda , candid
– use of various
Covid-19 Journal of Education for tions, auto ates as
computer-based apps
Teaching, 0(0), 1–12. method ethn a and programs like
https://doi.org/10.1080 s to ogra respon Blackboard, Flipped
/02607476.2020.18013 student phy, se to classroom models,
30 teachin docu online Zoom, pre-recorded
g ment learnin sessions, and etc.
seminar analy g 2. Technology-based
s sis transiti support office
on consultation - faculty
scheduled special
meetings for those
needing additional
academic support and
wellness referrals.
3. Alternative
technology-based
course assessments -
extended deadlines for
their assignments and
made deadlines
flexible as students
were feeling additional
stress from not being
on campus to study.
4. Feedback for
learning and teaching
improvement – faculty
members asked for
feedback after each
class session allowing
teacher candidates an
opportunity to voice
their opinions about
the class format and
presentation of
activities and
materials.
5. Social-emotional
engagement in courses
 and support of clinical
placements – teacher
candidates were asked
to provide contact
information and
permission to start a
group text if there are
concerns of internet
disconnection.
4 Emergency Toquero, C. M., & City, 202 Philipp Literatu revie Challen Challenges of teachers  Included
remote G. S. (2020). Emergency 0 ines re w of ges of on Emergency Remote
education amid remote education amid review relat teacher Teaching (ERT)
Covid-19 Covid-19 pandemic in on ed s on 1. having to deal with
pandemic in learning institutions in various litera Emerge inadequate
learning the Philippines. teachin ture; ncy technological
Remote equipment
institutions in International Journal of g docu
Teachin 2. the failure to
the Philippines Education, Research, circums ment
g (ERT) consider sociocultural
and Education tances analy aspects; Similarly,
https://doi.org/10.4666 sis technological literacy
1/ijeri.5113 and pedagogical
knowledge are a
concern for first-time
distance learning
teachers
3. teachers revealed in
a study that the
greatest challenge
they have is to create
connections with their
students and achieve a
productive learning
environment to
engage the students
 4. limited
understanding about
distance learning
pedagogy and learning
styles of the students,
lack of administrative
support for virtual
teaching and for
marketing the
program, number of
students enrolled,
faculty qualifications,
tuition rates, and
length of the program
5 Faculty Cutri, R. M., Mena, J., & 202 Utah, 30 mixe Variou Challenges:   Included
readiness for Whiting, E. F. (2020). 0 USA universi d s 1. Teachers were
online crisis Faculty readiness for ty meth challe many times
teaching: online crisis teaching: profess ods: nges tempted to revert
transitioning to transitioning to online ors surve and back to
online teaching teaching during the y- coping predominately
teacher-centred
during the COVID-19 pandemic. quan strateg
pedagogy. They
COVID-19 European Journal of titati ies of
have experienced
pandemic Teacher Education, ve; univer strains in
43(4), 523–541. FGD - sity transitioning to
https://doi.org/10.1080 quali profes online teaching
/02619768.2020.18157 tativ sors in while in a crisis.
02 e a 2. Teachers revealed
univer additional
sity in frustrations with
the notions of
USA. assessment, which
referred to
students’ well-
 being and
attending to their
needs. The
problem is, the
participants did
not know how to
do it in an online
setting.
3. Assessing and
addressing student
equity issues –
teachers
expressed
frustration about
not knowing how
to collect
information from
students about
their equitable
access to internet
data, devices, etc.

Adapting approaches:
1. Willingness to try
new things - the
notion of liking
opportunities to
try new things can
be seen to
evidence a type of
hope that their
efforts to meet the
challenges of
rapidly
 transitioning to an
online format
during a time of
crisis will result in
good online
teaching.
2. Sharing power and
experiences – this
is a response to
being outside of
one’s area of
expertise. A
teacher in the
university
demonstrated
humility and
vulnerability by
telling the class
that she did not
know how to
resolve the
technical problem.
Her humility
prompted her
student to take up
the role of being a
partner with her in
the class. Being
out of one’s area
of expertise has
the potential to
position students
as partners in
learning because
 they are often
more technology
savvy than
professors who
have never taught
online before.
3. Sense of Self as a
Teacher Educator
– this is the belief
by professors that
they were
perceived better
online by students
as opposed to
their in-person
responses from
students.
4. Changing levels of
experience – given
the crisis context
(a pandemic) of
these participants’
transition to online
teaching, their
experiences and
levels of expertise
could not be
thought of, let
alone measured,
longitudinally as
they perhaps
would have been
pre-pandemic.
6 Higher Bhagat, S., & Kim, D. J. 202 USA educati RRL Institu Challenges:   Included.
Education (2020). Higher 0 onal tional 1. Preparedness for Note:
Amidst COVID- Education Amidst instituti challe crisis: poorly
managed and There are
19 : Challenges COVID-19 : Challenges ons, nges
resourced some
and Silver Lining and Silver Lining Higher student and
institutions challenge
Higher Education Amidst s, means
coupled with s that do
Education COVID-19 : Challenges faculty to
socially no
Amidst COVID- and Silver Lining. overco
disadvantaged mention
19: Challenges Information Systems me
students with faculty
and Silver Lining Management, 37(4), these limited access to members
366–371. -on internet and but are
https://doi.org/10.1080 sudde technology have still listed
/10580530.2020.18240 nly affected how
as
40 shiftin educational
institutio
g to institutions
adequately nal
online
respond to problems
learnin
learners’ needs . Faculty
g
and inability to members
engage in an are part
online learning of the
environment institutio
(Zhong, 2020). n.
2. Financial: colleges
and universities
are already facing
budgetary
challenges of cash
flow together with
an array of
uncertainties
surrounding
enrollments in the
2020–21 academic
 year. A decrease in
the number of
enrollees is
expected in the
next academic
calendar, thus,
added strain for
the institution.
3. Online delivery -
Even though
educational
institutions are
offering courses to
their students via
software such as
Zoom and Team,
educators are still
facing difficulties
in maintaining the
same level of
student
engagement and
attention as in a
regular face-to-
face scenarios.
Steps in overcoming
challenges:
1. Higher education
institutions are to
place greater
emphasis on the
most vulnerable
students groups
and identify
 solutions to
facilitate better
student
engagement.
Specifically, those
who are in need
of technological
investments and
set-up, and
financial aid.
2. Higher education
institutions
should be able to
develop their own
localized
strategies in
adapting to new
learning
environments and
pedagogy, both
long run and
short run.
7 E-Learning Islam, N., Beer, M., & 202 Middle RRL 1. Learning Style and  Included.
Challenges Slack, F. (2015). E- 0 sex Cultural
Challenges - a Note: this
Faced by Learning Challenges Univer
current challenge has been
Academics in Faced by Academics in sity,
for academics in reviewed
Higher Higher Education: A UK
an e-learning by Maam
Education : A Literature Review.
environment is to Jinna but
Literature Journal of Education
understand the I added
Review and Training Studies
different learning this
3(5), 102–112. styles of different because
https://doi.org/10.1111 students for better it also
4/jets.v3i5.947 learning fulfilled
 outcomes; Hannon the 2nd
and D’Netto (2007: objective.
419) state
“instructors
usually fail to take
into account
cultural
differences when
designing and
delivering
courses”;
pedagogy and
technology do not
reflect the culture
of the student, it
reduces his or her
learning outcome
and the cultural
differences affect
their ability to
work with e-
learning
technologies.

2. Pedagogical E-
learning
Challenges -
academics who
are not equipped
technically to
handle
developments of
materials and
delivering online
 modules are
hampering
progress, and they
require extensive
skills development
(Ellis, O’ Reilly and
Debreceny, 1998);
content should be
appropriately
designed for
distance learning;
it is not simply
about “dumping
large amounts of
text onto a
website” as this is
inefficient (Leask,
2004: p.347).

3. Technological
Challenges - Issues
have been raised
that include:
usability problems,
bad performance,
institutions being
unable to
customise
according to their
requirements and
sometimes
criticised for
having a teacher
centred system
 rather than learner
centred system
(Chua and Dyson,
2004).

4. Technical Training
Challenges - In
reviewing e-
learning literature,
there are various
criticisms of poor
training provided
by institutions to
academics. Issues
have been raised
that include not
enough training,
inadequate
training, training
styles in use that
do not fit
academics
personal
preferences, lack
of hands on
practice, and also
how to create
materials
according the
pedagogical
requirement was
missing from the
training scenario.
 5. Time Management
Classes - Academics
that use e-learning
systems face
difficulties in managing
their time.
8 Best Practices Morgan, H. (2020). Best 202 USA Student RRL Practic Adapting strategies by  Included
for Practices for 0 s and es by teachers/schools
Implementing Implementing Remote teacher variou 1. ensuring equity -
Remote Learning during a s s the Northshore
Learning during Pandemic. The Clearing localiti School District
a Pandemic House: A Journal of es that near Seattle
planned to provide
Educational Strategies, were
computers and
Issues and Ideas, 93(3), classifi
WiFi hotspot
135–141. ed as devices to any
https://doi.org/10.1080 ‘’best students in need
/00098655.2020.17514 practic after closing its
80 es” schools.*

2. communicating
expectations
clearly - Schools
that can guarantee
equal access need
to find ways to
communicate
clearly with
administrators,
staff, and parents
when planning to
implement an
online program.
Providing a list of
 frequently asked
questions that
explain how the
school will
function when
closed allows staff
and parents to
obtain crucial
information
(Snelling and
Fingal 2020)

3. Providing student-
centered learning -
experience in
class. Teachers
should therefore
avoid assigning
busy work and
motivate students
by communicating
through live chats,
virtual meetings,
and video tutorials
(Snelling and
Fingal 2020).

4. Using free high-

quality resources -
Virtual field trips
(VFTs) can inspire
students and
create learning
opportunities as
 well. For example,
the Cincinnati Zoo
and Botanical
Gardens closed
after the spread of
COVID-19 but
started to hold
online daily
lessons on
different zoo
animals (Tate
2020).*

5. Responding to the
emotional toll -
Teachers also need to
check on students
regularly, especially
those who are less
skillful with digital
tools (Snelling and
Fingal 2020). Checking
on feelings of worry or
anxiety can have a
profound effect on
success. Teachers
need support as well.*
one principal provided
ideas on useful
approaches to
teaching online by
creating a Google
folder that describes
the virtual learning

9 Teacher Flores, M. A., & Gago, 202
education in M. (2020). Teacher 0 al
times of COVID- education in times of
19 pandemic in COVID-19 pandemic in
Portugal : Portugal : national ,
national , institutional and
institutional and pedagogical responses.
pedagogical Journal of Education for
responses Teaching, 0(0), 1–10.
https://doi.org/10.1080
/02607476.2020.17997
09
plans of schools in
various regions of the
world. These plans
have helped educators
new to online teaching
stay updated on
effective practices
schools are using
during the pandemic
(Noonoo 2020b).
*NOTE - some items
were suggestions
while those containing
asterisk are real-life
and already
implemented adapting
strategies.
Portug Student brief Adapting strategies by   Included
s and descr schools/teachers:
teacher iptio 1. The Ministry of
s n and Education set a
analy guideline for schools
sis to organise online
teaching and learning
called ‘Roadmap –
Guiding Principles for
the Implementation of
Distance Teaching
E@D in Schools’ (DGE
2020a). This provided
schools and teachers
with suggestions and
recommendations for
setting up a strategy
for developing remote
teaching in the face of
existing conditions in
each school and
community.
2. The same institution
developed a course
entitled ‘Training for
Digital and Network
Teaching’ (DGE 2020c)
aimed at supporting
schools in developing
distance learning; and
created a website
‘Support to schools’
where teachers and
schools can find a wide
array of materials and
resources related to
remote teaching
(documents, sharing of
practices, tools, FAQ,
etc.).

Challenges identified
by teachers:
lack of adequate
equipment for pupils,
involving pupils in
their learning, lack of
time, lack of adequate
training on online
teaching, lack of
 support from parents.
In most cases,
teachers had to use
their own
technological devices
to teach. Most of the
participating teachers
claimed that the time
spent in remote
teaching has increased
when compared to
face-to-face teaching,
but pupil participation
in assessment has
decreased.
10 Impact of Yunus, N. R., Rezki, A., No Indone Gove This is an assessment if Not
Coronavirus Nabi, K., Saw, M., dat sia rnme physical classes should Included
Outbreak Wabah, M., & Menular, e nt push through or not. It
Towards P. (n.d.). Impact of asses did not meet the
Teaching and Coronavirus Outbreak smen objectives.
Learning Towards Teaching and t
Activities in Learning Activities in
Indonesia Indonesia. Jurnal Sosial
& Budaya Syar-i 7(3).
DOI:
10.15408/sjsbs.v7i3.151
04
11 learning in a Mpungose, C. B. (n.d.). This study’s scope Not
South African learning in a South highlighted student Included
University in the African University in the experience rather than
context of the context of the teachers’. It did not
Coronavirus Coronavirus pandemic. meet the objectives.
pandemic. Humanities and Social
Humanities and Sciences
Social Sciences Communications,
Communication (2020), 1–9.
s https://doi.org/10.1057
/s41599-020-00603-x