Educational organizations are also the focal points of relationships and social events.

If school

programs are stopped, many children and young people will skip activities that are important for

development and learning dependent on social contact. Students, mostly underprivileged children

and young adults, all of whom are influenced by the suspension of schooling, should continue to

study, because this is a major concern to be solved. Although the short-term closing of academic

institutions as a result of crises is not recent, the global scale and speed of current educational

uncertainty is unfortunately unprecedented and can cause psychological trauma and suffering at

different levels if sustained (McCarthy, 2020).

The lack of access to strong, inexpensive and stable network connections hinders the online

learning process, especially for those living in rural and marginalized communities. (Wains &

Mahmood, 2008). (Ali, 2020) ,Due to the inaccessibility of learning and management systems,

the majority of educational institutions are already forced to cancel their online classes for a

short period. Just a few of the country's top rated colleges were able to immediately launch their

online classes.

According to Wahyudi (2020), causes a variety of panic that is not capable of performing online

teaching at the university level. Kirkwood & Price (2006) argue that in order to "help generate an

evidence-based and truly developmental approach" to e-learning policy implementation within

higher education institutions, professional development requires not just the academic teacher,

but also departmental faculty and senior university administrators.

As reported by the study of Chua et al. (2020), some instructors have not experienced any issues

with the implementation of Online-learning classrooms because they have enough experience to

execute all these activities, they  were already using the technology before the pandemic begins,

they feel confidently that the situation will not get worse, and they may be able to conduct their

classes online.

Reported by Manya, S. V., Priya, V., & Gayathri, R. (2018), online learning helps improve the

academic performance of college students, but online learning is not accessible to everybody,

and people in the rural areas have no access to e-learning. As stated by Project Clue (n.d), the

primary goal of online learning is to widen the accessibility of schooling, to reduce costs and

time, and to enhance the academic performance of students.

In the findings of Urtel, M. G. (2008), in face-to-face education, students had a better

performance. However, as the number of classes under analysis increases, the findings appear to

suggest that, although the difference is insignificant, students receive higher grades in online

classes compared to those of face-to-face education.

Lee, I. C. J., Koh, H. Lai, S. H., & Hwang, N. C. (2020), observed that students seeking

educational assistance were also found to have inadequate instructional techniques, low

engagement and substandard communication skills, all of which were worsened by the

imposition of home-based learning. According to Peltier et al. (2000), the college life of students
both in and outside the classroom, including their participation in campus life and peer and

faculty relationships, is important to their well-being and success.

Another missing important feature of online learning is traditional classroom social interaction.

Students only connect online with their fellow students and never encounter fellow students in

person, so the exchange of thoughts, knowledge and facts in real time is partly absent from the

field of digital learning, (Britt, 2006).

It was a reminder of the lack of funding in academic institutions and the social marginalization of

students, where limited internet access and connectivity and the lack of advanced technologies

influenced organizational responsiveness and the willingness of students to engage in

online learning, (Zhong, 2020). The main aspect of education in the 21st century is technology.

The increasing use of technology in education has shifted the approaches of teachers from the

conventional approach, mostly positioning them as information providers to a more versatile

approach, working more as facilitators, coaches and motivators to encourage students to engage

and understand, (Onyema & Deborah, 2019).

Covid-19 forced education experts to revise the traditional way of face-to-face instruction and

they began to accept distance learning as a realistic choice for three to four months to fill the

vacuum in the classroom, thus minimizing the chance of contamination for students until

traditional practices are resumed (Kaur, 2020). According to Agarwal (2020), the present

research, in addition to acquiring information, demonstrated the influence of online learning on

the morale of our students by providing a distraction from the current pandemic situation. We

conclude that online education is practical, affordable and, despite the current lockdown, must be

made part of postgraduate training in India.

McGowan (2020), He claimed that school closures due to coronavirus have raised new issues,

such as how to shift to online and at-home schooling, and how to care for those who rely on

school for food and housing security. According to Education Task (2020),many university

students also choose to study in the comfort of their own homes and, without having to leave

their seats, students seem to have everything at their disposal. For many educators, learners and

parents, however, the realities of accessing formal education from home may be very difficult,

especially in developing countries where connectivity, accessibility and usage of technology in

education are not widespread.

Although e-learning (and various blended methods that introduce online components into

conventional classes) continues to expand quickly, it is still at an early stage of growth. As a

result, online learning developers and providers need to understand more about how students

view and react to e-learning elements (since student experience and attitude are crucial to

motivation and learning) and how to implement these methods most efficiently to increase

learning, (Koohang & Durante, 2003). For instance, online learning can be effective in digitally

advanced countries (Basilaia & Kvavadze, 2020).

Hrastinski (2008) stated that the two forms of online learning, namely asynchronous and

synchronous online learning, are largely compared, but teachers, organizations and institutions
must provide a detailed understanding of the benefits and limitations in order for online learning

to be efficient and effective.

Academic institutions need to develop their program further and the use of innovative training

approaches and techniques, it should be their upmost priorities, (Toquero, 2020). In general, the

problems and challenges found by research participants can be categorized into two: (1) the need

to encourage innovative practice among the faculty of the University of the Philippines Open

University who remain uninvolved in e-learning for online distance learning; and (2) the need to

facilitate and sustain innovative practice among innovators, (Arinto, P.B, 2016).

Online learning resources facilitate flexible asynchronous learning when students engage in

conversations and community events online at their own speed and at a time suitable for them.

This gives the students a sense of autonomy and power(Lou, Y., Bernard, R. M., & Abrami, P.

C. 2006). In addition of Mahdy, M. A. (2020), all levels in the education system have been hit

by the COVID-19 pandemic. Due to the suspension of classroom teaching in many colleges and

universities, face-to-face classes turn to online teaching for undergraduate and graduate students

becomes effective.

“The students were able to contact teachers and instructional materials easily. It also minimized

the use of money for commuting and other expenses. It simplified administrative duties such as

lecture recording and attendance marking. Both the students and teachers believed that during

this lockdown situation, online learning modalities facilitated student-centeredness” (Mukthar,

K., Javed, K., Arooj, M., & Sethi, A. 2020).

“These changes are studied from current research on the transition from face-to-face teaching to

blended, online or flipped classroom learning under the premise that the instructors carefully

manage the instructional changes. Most often, with the assistance of support staff, the move to

online teaching is carried out voluntarily by the teaching staff. It is a process that takes both

human, intellectual, technical, and time resources: it is estimated that a typical course is adapted

to online teaching” (Hodges et al. 2020).