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Every day thousands of academic institutes suspend their classes and students are staying in their home maintaining social distancing due to the fear of COVID-19 pandemic and Nepal is no exception. Realizing these facts, this study aims to explore the factors for the effectiveness of online mode of classes to on-class course-based students and analyzes the perception of faculties and students toward online mode during the COVID-19 pandemic.

It is based on exploratory research design, following mixed methods of qualitative and quantitative procedure. To build a rich understanding of the phenomenon, three-stage data collection procedure: preliminary interview, structural survey and validation were used.

This study revealed triplet factors: infrastructure, student and teacher as antecedents of effectiveness of online classes during a pandemic. Technological support, infrastructure availability, faculty and students' perception have a significant relationship for the effectiveness of the online mode of the teaching-learning process. Students faced anxiety during the COVID-19 pandemic, but a higher willingness to learn reduces the level of anxiety.

This study significantly contributes to the future management of higher education and digs the future path of online and on-class teaching-learning practices.

The study aims at analyzing the perception of teachers and students about online classes. The work tries to explain the opinions of students as regards the impact of online courses, their comfortability in its usag, and the support received from teachers in online classes along with teachers' opinions on efficacy, teaching practice followed and training received for an online class.

The analysis was carried out using the data collected through two separate structured questionnaires for students and teachers in Dakshina Kannada and Udupi District in Karnataka. Data were recorded in SPSS and analyzed by using descriptive statistics.

The study reveals that students are comfortable with online classes and are getting enough support from teachers but they do not believe that online classes will replace traditional classroom teaching. It also finds that teachers are facing difficulties in conducting online classes due to a lack of proper training and development for doing online classes. Technical issues are the major problem for the effectiveness of the online classes.

Most of the colleges think of implementing online classes in their courses. Hence, it becomes essential to obtain the opinions of participants of online classes before applying for it. This study may help colleges to get a general view of online classes among teachers and students.

Internet and new technologies gained importance in all fields including the education sector which gave scope for online classes. In addition to this, the COVID pandemic worldwide has also added to the relevance of online classes. In this light, it is necessary to understand student–teacher perceptions regarding online classes.

In 2020, the education system was preliminary halted by the COVID-19 crisis and went through radical improvisation, and online-based distance learning was the only plausible initiative to continue educational activities ensuring health guidelines properly. However, in reality, such desperate measure in case of a lower-middle-income developing nation lacking proper structural capabilities raised some issues and concerns for both pupils and mentors, and this study aims to explore the practice of online-based distance learning in private universities of Bangladesh and the challenges associated with it.

This exploratory research is qualitative in nature. A total number of 89 undergraduate level university students from different private universities were divided into two main clusters and interviewed in depth.

The findings of this paper revealed that common developing country syndromes like improper technological infrastructure development, limitation to devices or internet accessibility and financial hindrances can disrupt the harmony of the online learning experience. Also, the lack of tech literacy has created a huge tension and psychological inertia among both the teachers and the students.

The coronavirus pandemic event, with its dreadful influence, is creating immense mental pressures for students to cope well with the online learning system. Comprehending the underlying challenges affiliated with online-based distance learning and enabling faculties or respected personnel with training and development programs to handle impediments better way, this learning initiative can ensure the best outcomes.

The significance of this study lies in comprehending the feasibility of online-based education regarding lower-middle-income developing nation context and the realism of such learning process's acceptability considering its actual effectiveness.

The main purpose of this paper is to find out the perception of different respondents' groups related to the factors that influence the online learning for higher education in Bangladesh during the COVID-19 pandemic.

A survey through a structured questionnaire was conducted to gather qualitative information from the 250 respondents (university students, faculty members and administrative officers) in Bangladesh. A questionnaire has been used for collecting primary data, which have been selected using the justification method under the non-probability sampling technique.

The findings of this study indicated that majority of the respondents told that online classes could be more challenging than the traditional classroom because of the technological constraints, digital divide, insufficient data pack to access the material to attend the class, poor connectivity, lack of device, poor learning environment, technophobia, delayed response and incapability of the teacher to handle efficiently the material and communication machineries.

Due to time restriction and the COVID-19 pandemic, the study was constrained only to Dhaka region in Bangladesh.

The outcomes of the work can be supportive to the governing bodies and proprietors of the higher schooling organizations who are forecasting to adopt online education as a consistent movement in the future.

At last, based on outcomes, investigators have presented some recommendations that can be taken into consideration at policy level. The study would help universities to comply with the pressing need to impart experiential learning through online education during the COVID-19 pandemic.

The study explores government primary school students' remote learning experience during school closures due to COVID-19.

A qualitative approach and semi-structured interviews were employed for data collection. The study used a snowball sampling procedure to select 24 participants.

This study shows that students experienced setbacks in learning due to not having access to resources. Besides, online classes were expensive as they were not able to buy devices, internet package and other resources to participate in the remote classes. Since many students were unable to access digital media and get parental and teacher support for education, students' engagement in learning was very low. Moreover, the paucity of learning due to school closures has lowered students' motivation for learning. The study also contributed to understanding children's emotional attachment with the schools and how the closure affected their well-being. The results indicate that the students, teachers and parents did not have a positive experience with remote teaching–learning and the modalities did not contribute to continuing with meaningful learning.

The remote learning experience shared in this study can be used to inform policymakers, educators and stakeholders exploring remote learning solutions in low-resource contexts. This study contributes to understanding the skills and competencies teachers require to support children's learning during any crisis.

As online teaching/learning is a new phenomenon with reference to regular degree programs in institutions of higher education in India (the situation having being thrust upon both students and faculty due to COVID-19 pandemic), an exploratory-descriptive study was carried out to find out how public university students in India perceive online teaching/learning (OTL) during the present pandemic, the methods of OTL being used by faculty and the challenges being faced by the students.

Online interviews with 40 students of three public universities in Delhi/NCR were conducted using open-ended and close-ended questions. The questionnaire was emailed to 82 university students of Commerce and Management specialisation out of which 40 responded. We analysed each participants interview responses using content analysis technique and categorised the themes/factors that emerged under suitable headings using the coding method. The frequencies of the occurrence of the themes/factors were thus determined and documented, and percentages were calculated. The questionnaire also had Likert-scale questions as they are useful to measure latent constructs.

Inadequate bandwidth and poor network connectivity were found to be major hindrances during OT/L. The other challenges were unsuitable home environment for attending online classes, feeling of isolation and demotivation due to lack of face-to-face interaction and excessive screen-time causing fatigue. Active online methods such as live lectures by faculty and article/case study/discussions facilitated live by faculty were most preferred while the passive method of learning such as online certification courses through education portals such as Swayam/ Coursera/Udemy, etc were least preferred. The level of satisfaction from student–faculty interaction was more than that from student–student interaction.

The study covered three public universities in India and the sample size was small because of limitations created by COVID-19 pandemic situation as campuses were closed and it was not possible to meet students personally to get responses.

Universities should provide data cards or access to university computer labs to those students who are from economically weaker sections of society so that online teaching may be effective. This will also help students who live in very small houses and do not have a quiet corner to study online. Other solution would be to reduce online teaching duration. This issue needs the attention of educational institution leaders as most universities have scheduled classes from morning till evening, as it was during real classroom teaching. Eight hours of online classes every day may not be feasible when Internet access is a critical problem. Teachers should encourage interaction between students so that the feeling of isolation may be reduced and students may be motivated to learn and take more interest in virtual classes.

50% of the Indian population does not have access to the Internet, while a large section that does have, cannot afford the cost of high-speed data that is needed for long-duration online classes spanning over months. Those who can afford it, do not have the privacy to engage effectively in classes on video conferencing portals. Both students and teachers suffer due to poor audio and video quality caused by poor infrastructure. COVID-19 has brought to focus, the severe inequality in some societies. Societies need to take serious cognizance of this issue and take appropriate measures.

This study is very unique as the radical change from real classroom to online teaching in Indian public universities is a very unique phenomenon. The disruption was forced due to the ongoing COVID-19 pandemic and students along with their teachers learned the process “on-the-job”. As the issues and challenges faced by students were unexplored, this study aims to contribute knowledge to this existing research gap.

This study aims to explore whether online learning has an effect on communication between instructors and students in a negative way, whether online learning affects students' productivity levels and to evaluate and suggest ways of improving effective online communication between instructors and students.

This study used is a quantitative research study which was conducted through a semi-structured online survey through a random sample technique.

Results revealed that the vast majority agree with the questions of the study. Students still prefer classroom classes over online classes due to many problems they face when taking online classes, such as lack of motivation, understanding of the material, decrease in communication levels between the students and their instructors and their feeling of isolation caused by online classes.

This research studied the impact from students' perspective only as the sample was selected only from students.

This research reached the students’ point of view in a broader way which will help understanding the issues and provide effective solutions. This research suggested that instructors must communicate with their students and vice versa in more informal channels (instant messages online chat groups, audio calls, private video calls …) in parallel with the formal channels (online platforms, email …). Finally, instructors should encourage students to participate and study more by providing different kind of incentives.

This paper aims to investigate the relationship between academic integrity of online university students and its effects on academic performance and learning quality. The first hypothesis aimed to see if there is statistically significant relationship between academic honesty of students taking online classes and their apparent academic performance. The second hypothesis aimed to see if there is a statistically significant difference in academic integrity among male and female students. The third hypothesis aimed to see if there was a statistically significant relationship between academic honesty of students and their quality of learning.

This is a quantitative study; data was collected via student emails from 155 active online university students.

There was a positive linear relationship for the first hypothesis, the relationship is relatively weak as the value of Pearson correlation was (0.172). For the second hypothesis, the results showed that there was no significant difference between males and females. The results for the third hypothesis showed that there is a statistically significant relationship between academic integrity of students taking online classes and academic learning quality. This relationship is relatively strong.

The sample size may have been a limitation for generalizing the results.

As a practical implication, authors recommend that education administrators focus on training their faculty members to stress and instill strong ethical values, such as academic integrity and honesty, in their students all throughout their academic journey.

As for social implication, the embracing of ethical values in students, graduates may continue to embrace such values in the workplace which may lead to more reputable and profitable work environment where the society at large benefits.

This research is among the pioneers that attempted to study the connection of academic integrity and learning quality from the students’ perspective.

This study aims to use self-reported publicly available student assessment data from the time period when there was an abrupt change in instructional method at the start of COVID-19 to assess potential for differences as a result of course delivery mode.

A general linear model using 837 student evaluations from 191 US public higher education institutions investigates the impact on student performance and how performance was related to a number of covariates, namely, online experience of instructor prior to shut downs, discipline of study and size of institution.

The analysis finds an overall grade point average (GPA) increase of 0.10 (out of 4.0) associated with the shift away from face-to-face instruction. In exploring potential covariates, only institutional size was significant in explaining this increase in GPA. This supports the notion that despite hardships inherent with the abrupt switch to online education across the country that student grades as a whole did not suffer.

The source of data was self-reported. In addition, GPA is an imperfect measure of student learning. Despite this, because GPA is highly correlated with student satisfaction, retention and matriculation, it is relevant.

This study suggests that the rapid transition to online instruction did not negatively impact student performance and may have marginally increased these marks. These findings were cross-disciplinary and not influenced by the instructor’s prior online teaching experience. These findings support the idea that institutions and instructors should be more willing to use a variety of delivery modes going forward.

The data set used is uniquely large and varied in the number of institutions, professors, students and discipline. The COVID-19-induced transition from largely in-class instruction to mostly online or remote instruction allowed for a natural experiment that eliminates the sample selection problem associated with most other instructional method comparison studies.

The current corona virus pandemic had a major impact upon the health, economy and education worldwide. In India, the government as a part of the nationwide lockdown closed all educational institutions, as a consequence of which, the teaching-learning, examination and placement scenario of students were affected. UNESCO estimated that about 32 crore students have been affected in India. The adoption of an online e-learning approach tried to minimize the academic loss and stress on students. However, the online teaching transition moved on an untested and unprecedented scale in a very short span of period. The present study analyses the perception and level of acceptance of transition from offline to online learning amongst the students of higher education in Punjab.

The analysis was carried out by surveying 200 students of higher education from Punjab belonging to different regions. An appropriate pre-tested questionnaire was framed on Google Forms. A five-point Likert scale was employed to determine the perception of students regarding quality of audio and video lectures, instructor's content, preparation, interactiveness, discussion regarding doubts and assessing likes and dislikes of students. The data were coded-decoded in SPSS by using descriptive statistics and factor analysis.

The study revealed the level of acceptance of online study among the students of higher education in Punjab. It is found that both online and offline modes of learning process have their own pros and cons. The sudden transition from regular mode to virtual mode was not an easy task for students either. The study revealed that both online and offline study modes have been accepted by students depending upon the availability of IT infrastructure as almost half of the respondents perceived online mode and the other half offline.

Punjab is a recognized state of northern India. In Punjab, the quality of higher education is good and students' satisfaction is always the priority of the educational institutions. At the time of the pandemic, this sudden transition from regular to virtual mode impacted education with students coming from diverse backgrounds like urban areas, rural areas, remote areas, rural-urban areas etc. So, in the light of this sudden transition, it is important to study the viewpoint of the students of Punjab. So, the present study was conducted to understand the perception of the students toward online learning during this ongoing pandemic. For this purpose, the study employed factor analysis. Application of factor analysis in this area is unique.