Abstract:
Around the globe, e-learning is taking over traditional classroom settings. E-learning is essential for maintaining academic activities, particularly in light of the COVID-19 pandemic. For students in the undergraduate educational system, e-learning is a crucial requirement. However, throughout the COVID-19 period, e-teaching presented both opportunities and obstacles. This paper aims to offer an analysis of the COVID-19 pandemic's effects on online instruction and suggest future directions using a systematic review approach. Numerous difficulties that academics encountered in online teaching were discussed in the literature. The main issues identified with the abrupt switch to online learning are the teachers' difficulty in using technology, connectivity, difficulty in explaining the material, issues related to mental health, students' difficulty in accessing the internet, internet issues, unfavorable physical environments, lack of basic needs, and lack of teaching and learning resources. These difficulties could make the process of online learning more challenging. This paper addresses the advantages as well. Innovation, flexibility, and time management are some of them. The years from 2019 to 2022 were chosen as the target years for a thorough literature search across 32 databases. COVID-19, online e-teaching, and higher education were the search phrases utilised. To choose the most pertinent papers for the final evaluation, exclusion and inclusion criteria were created. The study's shortcomings were the size of the dataset and the absence of quality characteristics. In conclusion, regular mentoring may provide both novice as well as experienced online instructors with the assistance and direction they need to use good pedagogy and obtain accurate and helpful evaluation feedback for progress. This recommendation helps to develop efficient and effective e-learning techniques for improved teaching techniques.
