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Covid-19 forced the entire global education system to adapt to the new circumstances. This chapter continues the worldwide discussion on how student learning on courses and programs that were moved partially online due to remote teaching and learning in higher education institutions (HEI) during the Covid-19 pandemic was assured and what opportunities this has brought to higher education. Although there is a tendency in the theoretical literature to focus on the problems, difficulties, and challenges associated with the transition to remote learning in higher education during the pandemic, this study suggests that, contrary to the common belief, students actually identify a great number of positive issues associated with remote learning. The findings of this study highlight that students see both personal benefits and challenges in remote learning. Overall, students are satisfied with the quality of the remote teaching and learning process, and students’ positive assessment of the quality of their studies’ organization increased with age. Stability and routine were important for the students in the study process. These ensure that the study process continues uninterrupted and thus that results can be achieved. The results of this study bring us to the conclusion that the Covid-19 pandemic could be used to speed up changes in HEIs around the globe to find better and more student-centered and innovative solutions in teaching and learning in the future.

When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA.

In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences.

This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers.

The paper provides original insights into K-12 teachers’ workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.

Students' satisfaction with e-learning outcomes is a vital component in determining the adoption of e-learning systems. Understanding the antecedent factors impacting students' satisfaction with e-learning outcomes helps decision-makers at the higher education to take the necessary actions to enhance the quality of students' performance, especially during the exceptional times, such as the COVID-19 pandemic.

This paper aims to determine and analyse the antecedent factors influencing students' satisfaction with e-learning outcomes during the pandemic. Structural equation modelling (SEM) is used to analysis a proposed research model.

The SEM results show that digital communities in e-learning, information technology (quality and accessibility) and the online course design quality directly influence students' satisfaction with e-learning outcomes. More interestingly, results show that the COVID-19-related factors (1) awareness of the COVID-19, (2) perceived challenges (negatively) and (3) the educational institutions' preparedness also influence e-learning outcomes.

The results suggest that the decision-makers at the educational institutions should consider adopting a blended learning system approach to deliver e-learning during the emergency, such as the COVID-19 outbreak situation.

This is one of the first studies in higher education context, which seek to identify the antecedent factors that influence students' satisfaction with e-learning outcomes during the COVID-19 pandemic.

The recent COVID-19 pandemic compelled people to spend most of their time at home to avoid spreading the virus, signifying staying away from offices, schools and marketplaces and where many people congregate. This situation put enormous pressure on residential buildings, which functioned as alternative spaces to schools and offices. This paper aims to investigate the impacts of home-based online classes because of the COVID-19 outbreak on residential buildings in Saudi Arabia.

This study collected population-representative survey data from 324 eligible respondents using an online questionnaire and conducts descriptive and Spearman's correlation analysis using the SPSS 28.0 program.

This study found that the use of space during COVID-19, home-based learning space comfort and home-based online learning perception affected home-based online space requirements during the school lockdowns. Higher school levels, learning space comfort levels, types of education and number of school-aged children in a house were correlated with various types of discomfort experienced during home-based online learning. Lastly, the parents' preference for their children to continue online studies was correlated with the adverse effects of online learning and the possible advantages of online learning.

Lack of studies about the impact of home-based online classes on residential space requirement and use resulted in insufficient investigation and documentation of the consequences of the COVID-19 pandemic on home-based learning environments. This research contributes to the literature on the factors affecting spatial requirement during emergencies and how significant this relationship is.

COVID-19 pandemic triggered unexpected crises, which were beyond the imaginations of a common man. It changed the order of routine life and the business world. In this challenging condition, the survival of the small business was at high risk. Following experiential learning theory, the purpose of this paper is to explore women's entrepreneurial learning obtained during the COVID-19 pandemic, the challenges experienced by them and strategies undertaken to transform businesses.

To explore Pakistani women entrepreneurs' lived experiences and learning during the COVID-19, researchers used a qualitative interview design. The interviewees reported their experiences about the effects of COVID-19 on their business and entrepreneurial learning from such a crisis.

The findings of the study indicate new fractions of knowledge from the novel learning of the female entrepreneurs throughout the experience of the COVID-19. The transformation from manual business dealings and financial transactions to virtual dealing and the online transaction was the addition of novel learning. Furthermore, the analysis provides insights into the challenges experienced by women entrepreneurs, strategies undertaken and lessons learned from COVID-19. The life lessons learned showed the importance of technical skills and their business operations during the crisis.

This study is very specific in its context and limitations of this study offers new avenue for research to extend study in different perspectives. First, interviews were conducted from women entrepreneurs running businesses in sub-urban cities of Pakistan, where study can be extended to include both male and female in a comparative study which can expose new dimensions. Second, this study is conducted in the sub-urban areas of the Sindh province of Pakistan, which can be extended to other areas of the country because Pakistan is multicultural and multilingual, which offer different gender specific factors for entrepreneurial activities in general terms but in case of the Covid-19 situation, there exists great variations and social stratifications. Third, this study can be extended to other developing or developed countries or comparative study can provide a new flavor of knowledge.

The study's finding offers few implications for the entrepreneurs, societies and government at large. Although the pandemic crisis has had devastating effects on health and lifestyle activities, there is always a ray of coming to innovative approaches to fulfill the entrepreneurial desires and serve the community. Thus, entrepreneurs are encouraged to contribute to the economy as a part of society through their sustainable products and services for the greater good. There is also a need for some social policies to find entrepreneurial ways to deal with the COVID-19 crisis that integrates value co-creation for society (Ratten, 2020b). Government and society should also intervene and play their role to encourage women entrepreneurs to feel a sense of empowerment, contribute to family income, alleviate poverty, create jobs and help in economic growth.

This study's unique contribution and origin are to explore the COVID-19-related entrepreneurial learning experiences of women entrepreneurs in a developing country (Pakistan). Moreover, this study theoretically contributes to the development of experiential learning theory by expanding its insights during COVID-19.

The objective of the study was to explore which COVID-19 teaching and learning methods, that enhanced accounting students' learning experience, should be applied at a residential university after the pandemic.

A qualitative exploratory approach within an interpretive paradigm was applied. A total of 15 semi-structured interviews were conducted with accounting students and the data were analysed using thematic analysis.

This study shows how pre-COVID-19 accounting education can be adapted by learning from the teaching and learning experiences gained during the pandemic and that there are various teaching and learning methods that can be applied in the post-COVID-19 period to enhance students' learning experience. These blended active teaching and learning methods include: the flipped classroom, discussion forum, electronic platform (to ask questions during class), key-concept videos and summary videos. Introducing these teaching and learning methods comes with challenges and the study provides recommendations on how to overcome foreseen obstacles. The contribution of the research is that it informs accounting lecturers' decision-making regarding which teaching and learning methods to apply in the aftermath of COVID-19 to enhance students' learning experience.

It is uncertain which teaching and learning methods employed during the COVID-19 pandemic should be applied at a residential university to enhance the teaching and learning experience after the pandemic. Accounting lecturers might return to their pre-COVID-19 modus operandi, and the valuable experience gained during the pandemic will have served no purpose.

This study aims to examine the learning experiences of indigenous West Papuan students studying accounting in Indonesia during the COVID-19 pandemic.

A qualitative approach was taken with 25 indigenous accounting students at five universities in the region who shared testimonies of their online learning experiences. The interview data collected were analysed using initial and selective coding and then interpreted under several themes.

The paper shows the personal, faculty and external challenges in indigenous students’ learning activities during university closures because of COVID-19. The interrelated challenges included students’ struggles to adapt their learning habits when using various online applications, difficulties in understanding how the faculty managed lectures, tutorials and evaluations without adequate access to learning materials, the lack of a learning infrastructure, issues with equipment, and obtaining internet data credits. Students’ economic struggles and health issues exacerbated these challenges. While enduring various struggles and being frustrated about their future, all students expected a change in offline learning policies by the government to lessen their strict physical distancing.

The findings can inform the importance of integrating accounting students’ learning challenges and needs into curriculum development.

This study highlights the learning challenges of indigenous accounting students during the COVID-19 pandemic and how approaches to online learning need to consider the experience of these students.

The Coronavirus 2019 (COVID-19) pandemic has already had a significant disruptive impact on the society, posing challenges to the provision of education across the world. Due to this crises governments over the world have temporarily closed educational institutions to help reduce the spread of COVID-19. Accordingly, educational institutions are deploying innovative emergency remote teaching (ERT) and virtual learning (VL) approaches for students to study at home. Digital technologies are being employed as a positive response to COVID-19 pandemic. Therefore, this study draws on existing literature and theories of online learning and change management to provide evidence on the state of art of ERT and VL.

This current study employs a systemic review of 53 sources to provide descriptive analysis leveraging on secondary sources from the literature and document reports on theories of online learning and change management, COVID-19, pandemic, emergency remote teaching and virtual learning.

Findings from this study present the theories of online learning and change management and significance and challenges of adopting ERT and VL during the COVID-19 pandemic. Also, our findings present application platforms that are being deployed for the adoption of ERT and VL during and after COVID-19 pandemic. Lastly, the findings explore potential strategies as recommendations to be employed to improve current and future adoption of ERT and VL in educational institutions.

This study draws on existing literature and adds to existing body of knowledge by exploring the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic. This study provides a timely guide on the potential of emergency remote teaching and virtual learning in higher education as a response to COVID-19 crises now and into the future. This study discusses the theories of online learning and change management and also offers recommendations to educationalists and policymakers in educational institutions on addressing the crisis.

During the COVID-19 pandemic, educational institutions were forced to shut down, causing massive disruption of the education system. This paper aims to determine the critical factors for the intention to participate in e-learning during COVID-19.

Data were collected by surveying 131 university students and structural equation modelling technique using PLS-SEM was employed to analysis the data.

The results showed that the COVID-19 related factors such as perceived challenges and COVID-19 awareness not only directly impact students' intention but also such effects are mediated through perceived usefulness and perceived ease of use of e-learning systems. However, the results showed that the educational institution's preparedness does not directly impact the intention of students to participate in e-learning during COVID-19. The results also showed that the gender and length of the use of e-learning systems impact students' e-learning systems use.

These results demonstrated that, regardless of how well the educational institutions are prepared to promote the use of e-learning systems, other COVID-19-related challenges play a crucial role in forming the intention of students to participate in e-learning during the COVID-19 pandemic. Theoretical and practical implications are provided.

This paper aims to share responses from current literature, a small case study about perceptions and practices of the school of education faculty toward multicultural and educational issues concerning the rapid rise in online environments during coronavirus (COVID-19) experiences and just-in-time strategies for addressing digital equity and educational inclusion in K-16 online educational settings.

This is a conceptual paper that emerged from an action research case study. The study included four faculty in an urban school of education. The faculty participants were asked to provide examples of educational inclusion strategies used during transitioning their courses and advising to online environments in a Research I university. Faculty included one educational leadership, one sports management, one special education and one teacher education professor. Central issues explored practices related to language, technology access, curriculum design and technological competencies and assessment. A driving question was: How do institutions, schools or educators provide learning opportunities to support digital equity and inclusive education practice to maintain and strengthen relationships and core practices of multicultural education during a time of physical distancing during COVID-19? And what are the experiences, barriers, successes?

Research-based transformative knowledge, real situations and practical resources for considering inclusive education curriculum concepts were found that are connecting educators, teachers, learners and communities during this time of crisis.

Methodological limitations that influenced the research design include conducting research in a totally virtual environment, small sample size, lack of diversity in curriculum content and one research site. The data collection was limited to written responses from the faculty participants. This action research study took place in a time frame limited by COVID-19 conditions during a four-month period.

In theory and practice, this new online movement suggests learners, teachers, educators and leaders are gaining experience and knowledge about resources and strategies for using new technologies, assessments and flexible curriculum as powerful tools for building language, curriculum and social-cultural communication bonds across generations and including special needs populations. Such new and emerging strategies could be used to bridge gaps in a time of distancing to support inclusive and equitable learning environments in education to minimize the effects of an emergent COVID-19 digital divide. Social learning culture as constructed, performed and captured in patterns of cooperation among faculties shows the world becoming more open and less restricted by borders. In conclusion, an emerging new conceptual framework is presented in Figure 2 to support action planning to bridge the digital equity access and learning gaps created by COVID-19.

It is in times of strife and difficulty that problems and issues become exacerbated. While some educators easily adapted and took on the challenges of online learning, others needed time for learning and mourning (literally and figuratively). The issues of equity and access have become even more apparent as this paper takes inventory of intersections between multicultural education, special education, sports education and K-16 education overall. This is an excellent time to reflect on how education can address the cultural, economic and social barriers that impact student learning globally for all learners.

The brief collective case study reports educational experiences during a time of crisis that stimulates creative and innovative approaches to creating inclusive and equitable online learning environments to address diverse learning needs. The various and often contrasting educator responses from faculty facing digital and educational challenges present ideas that might be applicable in the global learning environment beyond the COVID-19 pandemic.