Understanding the foremost challenges in the transition to online teaching and learning during COVID’19 Pandemic: A systematic literature review

Abstract

The study intends to understand the foremost challenges in the transition to online teaching and learning during the COVID'19 pandemic. The PRISMA approach reduces the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in M.S. Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using M.S. Excel to analyze data, including an independent t-Test to determine the differences among teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and result from other developing countries not considered. In addition, the foremost challenges in the transition to online teaching and learning during the covid-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals no statistically significant difference in the transition to online teaching and learning challenges during the covid-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement strategies and support teachers and students in getting into online teaching and learning.