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Online, distance, and eLearning (ODeL) continue to gain recognition as a mandatory component of delivery of education in institutions of higher learning (IHL) around the world following the outbreak of coronavirus disease (COVID-19). This paradigm shift is informed by the need to ensure uninterrupted, valuable, and safe learning experiences for learners during the pandemic. However, governments ordered the closure of schools and colleges following the declaration of COVID-19 as a world pandemic by the World Health Organization (WHO). A report by United Nations Educational, Scientific and Cultural Organization revealed that there was a significant loss of schooling time following the closure of educational facilities which affected over 1.5 billion learners in 194 nations globally. This study explored the use of online approaches to intensify online learning efficacy in IHL. Data collection was conducted using qualitative methods and data analysis done using themes and sub-themes. Findings from this study indicate that students’ engagements on discussion forums are consistent with collaborative learning. Results further support the view that regular, prompt, and meaningful feedback is critical in promoting constructive learning and reflection among students. Based on the findings of this study, practical implications are discussed for stakeholders interested in establishing and strengthening effective delivery of online learning content to enhance students’ learning experiences.

What started as an apparently benign virus in a remote district of China suddenly had the entire world under its grip, with thousands dying every day in all parts of the world. World Health Organization declared it a pandemic and requested every country and every institution to minimize human contact and maintain spatial distance. The pandemic was there to stay and while the world tried to find its antidote months and years passed before a solution was found, or nearly so. Educational institution was affected with the entire economy of every country. Future of our next generation and the continuity of education were at stake. The only possible solution was to teach and learn from the safe corner of one’s home. It meant a transition of the entire education system to an online mode, which was unprecedented. Institutions grappled with technology, trying to find the right approach of imparting education, with added expenses and training the academicians to find a level of comfort teaching online. This book explores the theory that evolved around online teaching and cites evidence that has been gathered toward self-regulation and resiliency, highlighting the power and privilege and the best practices for implementing techniques to support students. COVID-–19 meant a paradigm shift toward teaching–learning methods and soon became the “new norm” in designing curricula so that students can continue with their journey toward acquiring high-standard quality education without any disruption in the future.