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Effective Factors and Issues in Online Learning in Covid-19: A 

Global Review 

 
Ali Jahanaray*, Mohammad Jahanaray and Zahra Zohoorian 

Department of English, Mashhad Branch, Islamic Azad University, Mashhad, Iran 
Alijahanaray@outlook.com, Mohammadjahanaray@outlook.com, Marjan.zohoorian@yahoo.com    

 
Accepted: 

May 3th   2022 
Reviewed:  

August 5th 2022 
Published:  

Nov 30th 2022 

 
Abstract : The unexpected outbreak of covid-19 caused education centers to halt their physical classes 
and rashly switch to online classes. This review paper has as its primary objective identifying related 
issues faced by different countries and comparing them to get a global overview, and debating whether 
the dissemination of Covid-19 has adversely affected the educational process in different countries 
the same way or not. Internet connection, lack of technological devices, deficiency in ICT 
competencies, and insufficient power supply are reported by most African, South American, and Asian 
countries as their significant issues. Mental health issues, concerns for future jobs, and discrimination 
among students are reported as significant issues in North America. Lack of teacher/student training, 
inaccessibility to stable internet connections, and digital devices are the main problems for European 
countries. The other reason behind this review is to find out the most significant factors in computing 
an effective online learning experience.  In this sense, four factors are acknowledged in this paper as 
influential factors in online learning classes. This review found out that in undeveloped countries 
success of online education is highly correlated with the financial status of countries, whereas, in 
developed countries, its success has other areas of concern among people.. 
 
Keywords: Online education, covid-19, technology, online learning issues, online methodology 
 

INTRODUCTION 

On account of the reactive maneuvers to facilitate the dampening of the viral spread, questions 

about student vulnerabilities and educational emergency preparedness emerged 1. According to 

UNESCO 2,  the viral pandemic affected about 1.5 billion students, and 87% of the students in 165 

countries have been affected by the temporary closure of schools 3. The Covid-19 pandemic has 

coerced educational institutions worldwide to suspend physical learning to help manage the infection 

 
1 Aras Bozkurt and Ramesh C Sharma, “Digital Transformation and the Way We (Mis)Interpret Technology,” 

Asian Journal of Distance Education (2022). 
2 UNESCO, “Events Canceled/Postponed - Coronavirus Outbreak,” 2020, last modified 2020, accessed April 5, 

2020, https://en.unesco.org/events/events-canceledpostponed-coronavirus-outbreak. 
3 Hans d’Orville, “COVID-19 Causes Unprecedented Educational Disruption: Is There a Road towards a New 

Normal?,” Prospects (2020); Maya Puspita Dewi and Muh Barid Nizarudin Wajdi, “Distance Learning Policy during 
Pandemic COVID-19,” EDUTEC: Journal of Education and Technology 4, no. 3 (2021): 325–333. 

mailto:Alijahanaray@outlook.com
mailto:Mohammadjahanaray@outlook.com
mailto:Marjan.zohoorian@yahoo.com


 
 
 

 
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spread 4. Closing academic centers to promote physical distancing initiatives was also a means of easing 

the health sector's burden that many countries have decided to pursue5. 

Universities were forced to adapt the educational process to exclusively online teaching and 

learning, which required educators to use various digital tools and resources to solve problems and 

introduce new approaches to teaching and learning6. Numerous other research studies have focused 

on online teaching and learning theories and evaluation criteria for quality online learning and online 

course design 7. The amalgamation of technology into education has changed teaching methods by 

transforming the learning environment to such an extent that digital literacy has become a functional 

requirement and challenge of our time 8. Merging digitalization into higher education required the ICT 

departments of educational institutions to make a tremendous effort to create electronic platforms, 

integrate current external and native applications, as well as migrate to distance learning solutions 9. 

Digital technologies are often presented as the most appropriate form of learning by those that 

consider today’s students to be digital natives10. 

Due to the disturbance of COVID-19 on society 11 , institutions such as universities and colleges 

are now employing digital technologies such as emergency remote teaching (ERT) and virtual learning 

(VL) for educational activities12 

 

 

 

 

 

Section 1: What factors make an online learning experience effective 

Student engagement 

 
4 Zayapragassarazan Zayabalaradjane and Thomas V Chacko, “Interaction Analysis of FAIMER Mentor-Learner 

Web Online Collaborative Learning Session,” Malaysian Online Journal of Educational Technology (2020). 
5 S. Khan and A. Mian, “Medical Education: COVID-19 and Surgery,” British Journal of Surgery, 2020; Wim Van 

Lancker and Zachary Parolin, “COVID-19, School Closures, and Child Poverty: A Social Crisis in the Making,” The Lancet 
Public Health, 2020. 

6 Birgit Eickelmann and Julia Gerick, “Lernen Mit Digitalen Medien,” in „Langsam Vermisse Ich Die Schule ...“, 2020. 
7 Olayinka Rasheed Ibrahim et al., “Epidemiology of COVID-19 and Predictors of Outcome in Nigeria: A Single-

Center Study,” American Journal of Tropical Medicine and Hygiene (2020). 
8 Wahab Ali, “Online and Remote Learning in Higher Education Institutes: A Necessity in Light of COVID-19 

Pandemic,” Higher Education Studies (2020). 
9 Olasile Babatunde Adedoyin and Emrah Soykan, “Covid-19 Pandemic and Online Learning: The Challenges and 

Opportunities,” Interactive Learning Environments, 2020. 
10 Catherine A. Adams and Patti Pente, “Teachers Teaching in the New Mediascape: Digital Immigrants or ‘Natural 

Born Cyborgs’?,” E-Learning and Digital Media (2011). 
11 Bokolo Anthony Jnr, “Use of Telemedicine and Virtual Care for Remote Treatment in Response to COVID-19 

Pandemic,” Journal of Medical Systems (2020). 
12 Eddie M Mulenga and José M Marbán, “Is COVID-19 the Gateway for Digital Learning in Mathematics 

Education?,” Contemporary Educational Technology 12, no. 2 (2020): ep269; Zayabalaradjane and Chacko, “Interaction Analysis 
of FAIMER Mentor-Learner Web Online Collaborative Learning Session”; “Award for Distinguished Scientific 
Contributions: John O’Keefe.,” American Psychologist (2020). 



 
 
 

 
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According to Powell and McGuigan 13, although the virtual learning environment offers 

ascendancies of accessibility and Critical reflection flexibility, it cannot fully replace the human 

connection and informal spontaneity found in face-to-face teaching within the physical classroom. In 

times of adversity like the spread of covid-19, education centers worldwide have implemented 

Synchronous live streaming and asynchronous online activities via online learning platforms to keep 

students on track 14. Some believe it cannot be a well-suited substitute for customary classes; blended 

learning and a mix of synchronous and asynchronous teaching method is more preferred 15. Based on 

Cambridge English Dictionary 16,  Recorded aspects are referred to as asynchronous, meaning that 

they were “not happening or being done simultaneously,” and the live aspects are referred to as 

synchronous, meaning that they were “simultaneous happening or activity.” 

Osborne and Hogarth 17 proposed some strategies in their study to heighten student 

participation in online classes, which are creating a sense of ease, maintaining alertness, and using 

student interactions by breaking material to foster micro-learning and balancing asynchronous and 

synchronous instruction. Furthermore, student engagement in online learning can be boosted via 

asynchronous and synchronous tools such as email, forums, chats, and videoconferences18.  

Osborne and Hogarth 19 also mentioned that there should be a balance between recorded 

aspects(asynchronous) and live aspects of the content and activity delivery(synchronous). Breaking up 

activities is often called microlearning, where information and activities are delivered in short segments 

that are paired with relevant learning objectives 20.  

Baxter and Hainey 21 researched reviewing if synchronous online delivery is effective. Of 900 

participants, some considered that learning remotely online was beneficial for instant feedback, 

supported motivation, and fostered communities of practice. However, it was not acknowledged as a 

beneficial pedagogical approach for enhancing the student learning experience. The research also 

identified the aspect of engagement as the area of conflict that can influence students’ online learning 

experience positively or negatively.  

 
13 Lisa Powell and Nicholas McGuigan, “Teaching, Virtually: A Critical Reflection,” Accounting Research Journal 

(2020). 
14 Mahmoud Al-Balas et al., “Correction to: Distance Learning in Clinical Medical Education amid COVID-19 

Pandemic in Jordan: Current Situation, Challenges, and Perspectives (BMC Medical Education, (2020), 20, 1, (341), 
10.1186/S12909-020-02257-4),” BMC Medical Education, 2020. 

15 Zakaryia Almahasees, Khaled Mohsen, and Mohammad Omar Amin, “Faculty’s and Students’ Perceptions of 
Online Learning During COVID-19,” Frontiers in Education (2021). 

16 Bryan S Turner, The Cambridge Dictionary of Sociology, 2006. 
17 Sarah Osborne and Kate Hogarth, “Mind the Gap: The Reality of Remote Learning during COVID-19,” 

Accounting Research Journal (2020). 
18 Imanol Ordorika, “Pandemia y Educación Superior. Revista de La Educación Superior,” Revista de la Educación 

Superior (2020). 
19 Osborne and Hogarth, “Mind the Gap: The Reality of Remote Learning during COVID-19.” 
20 Beau Shine and Sarah E. Heath, “Techniques for Fostering Self-Regulated Learning Via Learning Management 

Systems in On-Campus and Online Courses,” Journal of Teaching and Learning with Technology (2020). 
21 Thomas Connolly et al., “Learning 2.0,” in Higher Education Institutions and Learning Management Systems, 2011. 



 
 
 

 
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To name some of the advantages of online learning when synchronous learning is utilized 

collaboratively and interactively via of online communication apps, it might follow the learning theory 

of social constructivism, which explains that learning arises when it is used socially through interaction 

and collaboration 22. Through synchronous communication and feedback, teachers can assist students 

in learning and problem solving to develop “self-regulated students” 23. Moreover, whether online 

learning is delivered synchronously or asynchronously, it allows students in remote and distant places 

with educational accessibility, providing a more “inclusive and equitable learning experience” 24. 

Through online learning, especially asynchronously, students can become members of a virtual 

community through engagement and constructively influencing other students and feeling immersed 

in the experience 25.  As Fredricks et al.26  said, student engagement is a multidimensional construct 

covering three aspects of learning: behavioral, emotional, and cognitive. 

Behavioral engagement refers to class attendance, participation, and persistence in the learning 

process 27.  Emotional engagement means affective reasons, personal feelings, and attitudes toward 

learning 28. It reflects intrinsic motivation, self-belief, bonding with teachers and classmates, a sense 

of belonging, and attachment to the schools 29. And lastly, Cognitive engagement is about the 

willingness to exert mental effort in learning 30.  

Cognitive engagement aspect rates were different among the students. The results represent that 

Students learning in face-face settings adopt self-regulated learning, deep cognitive learning, and 

information processing strategies. Socializing activities enhance self-regulated learning. While online 

learning, students got fewer ideas of what they were trying to accomplish; even if the learning 

outcomes were communicated, they were also less active in regulating their learning from planning, 

organizing, and evaluation 

 
22 Carina Ginty, “Building Digital Teaching and Learning Capabilities with DigitalEd.Ie in Response to a Global 

Pandemic.,” AISHE-J: The All Ireland Journal of Teaching & Learning in Higher Education (2021). 
23 Diana Rancourt et al., “Response to Tomalski et Al. (2019): Recommendations for Adapting a Comprehensive 

Athlete Mental Health Screening Program for Broad Dissemination,” Journal of Sport Psychology in Action (2020). 
24 Frederick Grinnell, Simon Dalley, and Joan Reisch, “High School Science Fair: Positive and Negative 

Outcomes,” PLoS ONE (2020). 
25 Shi Zhao et al., “Estimating the Unreported Number of Novel Coronavirus (2019-Ncov) Cases in China in the 

First Half of January 2020: A Data-Driven Modelling Analysis of the Early Outbreak,” Journal of Clinical Medicine (2020). 
26 Jennifer A Fredricks and Wendy McColskey, “The Measurement of Student Engagement: A Comparative 

Analysis of Various Methods and Student Self-Report Instruments,” Handbook of Research on Student Engagement (Springer 
US, 2012), http://dx.doi.org/10.1007/978-1-4614-2018-7_37. 

27 Paul R Trowler, “Introduction: Higher Education Policy, Institutional Change,” in Higher Education Policy and 
Institutional Change: Intentions and Outcomes in Turbulent Environments, 2002; Fredricks and McColskey, “The Measurement of 
Student Engagement: A Comparative Analysis of Various Methods and Student Self-Report Instruments.” 

28 Fredricks and McColskey, “The Measurement of Student Engagement: A Comparative Analysis of Various 
Methods and Student Self-Report Instruments.” 

29 Shui-fong Lam et al., “Understanding and Measuring Student Engagement in School: The Results of an 
International Study from 12 Countries.,” School Psychology Quarterly 29, no. 2 (2014): 213–232, 
http://dx.doi.org/10.1037/spq0000057. 

30 Ming Hung Lin, Huang Cheng Chen, and Kuang Sheng Liu, “A Study of the Effects of Digital Learning on 
Learning Motivation and Learning Outcome,” Eurasia Journal of Mathematics, Science and Technology Education (2017). 



 
 
 

 
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Section 2 
Reviewing online learning obstacles in different countries 

Changes from face-face to remote learning created challenges for the educators and the 
educational boards governing the assessments at higher education levels as to the administration of 
the assessments due to logistical issues such as poor Internet, lack of devices, proctoring, and power 
outage 31. 

In a study, students identified the technological problems of e-learning, which were related to 
Russia and Kazakhstan 32. 

• The quality of the Internet connection  
• Personal electronic device 
• Lack of proper digital devices  
• The quality of Internet connection  
• E-learning problems, underdevelopment of interaction skills in a virtual learning 

environment, self-organization, and self-motivation difficulties. 
A study in Pakistan by Adnan and Anwar 33 has shown that online learning cannot satisfy the 

educational needs of students due to financial and technological barriers.  
Haider and Al-Salman34 conducted a survey on 775 students in Jordan universities, and they 

found some issues students face in their education procedure.  
• Sleep compliance dropped by more than 50% during online learning 
• Using digital tools for learning has an impact on sleeping habits 
• Continuous exposure to electronic screens in online learning is tiring 
• Extended usage of e-learning tools creates boredom, nervousness, and tension 
• Online learning socially and psychologically is unhealthy 
Two surveys were carried out at private and public universities in Bangladesh. The first survey 

discovered that more than half of the students could not join online classes because of poor Internet 
connections or about 44% due to the unavailability of devices. The other study identified the same 
problems and barriers to online learning, poor learning environment, and technophobia 35. 

 
31 Natela Doghonadze et al., “The Degree of Readiness to Total Distance Learning in the Face of COVID-19 - 

Teachers’ View (Case of Azerbaijan, Georgia, Iraq, Nigeria, UK and Ukraine),” Journal of Education in Black Sea Region 5, 
no. 2 (2020): 2–41, http://dx.doi.org/10.31578/jebs.v5i2.197; Khadijah Mukhtar et al., “Advantages, Limitations and 
Recommendations for Online Learning during COVID-19 Pandemic Era,” Pakistan journal of medical sciences 36, no. 
COVID19-S4 (May 2020): S27–S31, https://pubmed.ncbi.nlm.nih.gov/32582310; Divya Singh and Mashamaite Peterlia 
Ramutsheli, “Student Data Protection in a South African ODL University Context: Risks, Challenges and Lessons from 
Comparative Jurisdictions,” Distance Education 37, no. 2 (2016): 164–179, 
http://dx.doi.org/10.1080/01587919.2016.1184397. 

32 Aida Kamysbayeva et al., “E-Learning Challenge Studying the COVID-19 Pandemic,” International Journal of 
Educational Management 35, no. 7 (2021): 1492–1503, http://dx.doi.org/10.1108/ijem-06-2021-0257. 

33 S. M. Abu Adnan Abir et al., “Building Resilience against COVID-19 Pandemic Using Artificial Intelligence, 
Machine Learning, and IoT: A Survey of Recent Progress,” IoT (2020). 

34 Ahmad S Haider and Saleh Al-Salman, “Dataset of Jordanian University Students’ Psychological Health Impacted 
by Using e-Learning Tools during COVID-19,” Data in brief 32 (July 31, 2020): 106104, 
https://pubmed.ncbi.nlm.nih.gov/32789158. 

35 Md. Abdur Rouf et al., “Online Classes for Higher Education in Bangladesh during the COVID-19 Pandemic: 
A Perception-Based Study,” PSU Research Review (2022), http://dx.doi.org/10.1108/prr-05-2021-0026. 



 
 
 

 
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Ebrahimi and Jiar 36 and Badiozaman et al. 37 have pointed out that despite the need for going 
all educational centers to online mode in Malaysia, some failed to adopt the necessary procure for 
going online. Lack of resources or internet connectivity is mentioned as some of the probable factors. 
In addition, teachers lacked digital skills and have low digital literacy mostly for teachers, students, and 
teachers. 

A study of Gautam, D.K. & Gautam, P.K in Nepal revealed much more problems than in the 
other Asian countries38. 

• Poor Internet connectivity  
• Unstable power supply 
• Internet package is expensive 
• Some students need basic knowledge of technology  
• Most of the students seem to have low commitment 
• Difficulties with assignment, evaluation (grading), and control; few students try to cheat 
• Late joining and early leaving  
• Less interest in face-face interaction and discussion  
• Reading stress of student and unable to pay attention  
• Problems with devices/equipment and their knowledge of online class  
• Problems with reading students’ psychology, attitude, behavior, and expectations 
As it seems Asian countries share similar obstacles in their online learning, two research in India 

that has already been mentioned by Bordoloi et al.39 and Patra et al.40 identified their students’ most 
occurring problems, which are as follows: 

• Poor internet quality and accessibility is the main problem 
• It was also observed that a lack of ICT skills 
• Lack of proper digital services 
• Poor electricity in the localities 
• Accessing the students in remote places has been a major issue 
• A gap between the poor and the rich in education 
• Information and communication technologies literacy 
• Skills and technical support 

 
36 Mukhamad Shokheh, Mansoureh Ebrahimi, and Kamaruzaman Yusoff, “From Islamic Teaching to Social 

Charity: The Muhammadiyah Movement in Semarang, Central Java, Indonesia; 1926-1940,” Asian Culture and History 
(2018). 

37 Ida Fatimawati Adi Badiozaman, Hugh John Leong, and Wallace Wong, “Embracing Educational Disruption: A 
Case Study in Making the Shift to a Remote Learning Environment,” Journal of Applied Research in Higher Education 14, no. 
1 (2020): 1–15, http://dx.doi.org/10.1108/jarhe-08-2020-0256. 

38 Dhruba Kumar Gautam and Prakash Kumar Gautam, “Transition to Online Higher Education during COVID-
19 Pandemic: Turmoil and Way Forward to Developing Country of South Asia-Nepal,” Journal of Research in Innovative 
Teaching &amp; Learning 14, no. 1 (2021): 93–111, http://dx.doi.org/10.1108/jrit-10-2020-0051. 

39 Ritimoni Bordoloi, Prasenjit Das, and Kandarpa Das, “Perception towards Online/Blended Learning at the Time 
of Covid-19 Pandemic: An Academic Analytics in the Indian Context,” Asian Association of Open Universities Journal 16, no. 
1 (2021): 41–60, http://dx.doi.org/10.1108/aaouj-09-2020-0079. 

40 Soumendra Kumar Patra, Bijaya Kumar Sundaray, and Durga Madhab Mahapatra, “Are University Teachers 
Ready to Use and Adopt E-Learning System? An Empirical Substantiation during COVID-19 Pandemic,” Quality Assurance 
in Education 29, no. 4 (2021): 509–522, http://dx.doi.org/10.1108/qae-12-2020-0146. 



 
 
 

 
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Some other studies in Europe also share the same problems and also some new ones. Previously 
an article by Baxter and Hainey 41 in Scotland discussed about online synchronous learning. It also 
found some drawbacks towards online learning as below: 

• Ineffectiveness of remote synchronous online learning due to poor or no access to the 
internet 

• Some students preferred asynchronous delivery 
• Learning from home creates a distraction 
• Balancing home-life commitments 
• Isolation feeling because being away from the rest of the class 
Another example, Nenko et al. 42 conducted research in Ukraine, and identified these obstacles 

to online learning: 
• Lack of digital literacy of several pedagogical staff (mostly teachers) 
• Inadequate funding for the development of distance learning technologies 
• Lack of the technical equipment 
• Access to the Internet in rural areas 
A study in Romania of Coman et al. 43 revealed that the hierarchy of problems arising from 

online learning is changing in the context of the pandemic crisis. Technical issues are the most 
important, a lack of technical skills among teachers, and teachers’ teaching style needs to be matched 
with the online environment. 

Azorın 44 wrote an article if there is another kind of education coming to the world after Covid. 
And she identified some critical issues of online learning, specifically in Spain. Economic difficulties, 
school drop-out, and teacher collaboration. Moreover, Spanish teachers recorded the least 
collaboration, and prefer working in isolation in their classrooms 45. 

Some experts wonder if it’s necessary to train teachers for online learning, such as Whalen 46. 
This study also provides some recommendations for teachers, for instance, providing teachers with 
the opportunity to develop online and blended teaching competencies to be prepared to teach in 
different formats, settings, and situations. Pedagogical professionals or experts should be invited to 
train teachers on using specific emergency remote teaching regarding online course delivery platforms, 
class size management, scheduling, etc. 47. 

 
41 Gavin Baxter and Thomas Hainey, “Remote Learning in the Context of COVID-19: Reviewing the Effectiveness 

of Synchronous Online Delivery,” Journal of Research in Innovative Teaching &amp; Learning (2022), 
http://dx.doi.org/10.1108/jrit-12-2021-0086. 

42 Yuliia Nenko, Nelia Кybalna, and Yana Snisarenko, “The COVID-19 Distance Learning: Insight from Ukrainian 
Students,” Revista Brasileira de Educação do Campo (2020): 1–19, http://dx.doi.org/10.20873/uft.rbec.e8925. 

43 Claudiu Coman et al., “Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: 
Students’ Perspective,” Sustainability 12, no. 24 (2020): 10367, http://dx.doi.org/10.3390/su122410367. 

44 Cecilia Azorín, “Beyond COVID-19 Supernova. Is Another Education Coming?,” Journal of Professional Capital 
and Community 5, no. 3/4 (2020): 381–390, http://dx.doi.org/10.1108/jpcc-05-2020-0019. 

45 Susan Printy and Yan Liu, “Distributed Leadership Globally: The Interactive Nature of Principal and Teacher 
Leadership in 32 Countries,” Educational Administration Quarterly (2021). 

46 Laurel Whalen et al., “#Healthykidsquarantined: Supporting Schools and Families with Virtual Physical Activity, 
Physical Education, and Nutrition Education during the Coronavirus Pandemic,” Journal of Teaching in Physical Education 
(2020). 

47 Xudong Zhu and Jing Liu, “Education in and After Covid-19: Immediate Responses and Long-Term Visions,” 
Postdigital Science and Education 2, no. 3 (2020): 695–699, http://dx.doi.org/10.1007/s42438-020-00126-3. 



 
 
 

 
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Selected countries in Africa share many common issues with Asian countries. For instance, a 
study conducted in Kenya by Tarus et al. 48, identified three major e-learning challenges: Inadequate 
ICT infrastructure, Lack of technical skills, and financial constraints. 

Almost similarly Olayemi et al. 49 have pointed to some problems found in their study in Nigeria: 
• High cost of data, poor internet services  
• Lack of power supply  
• Inaccessibility to online library resources 
• Limited access to computer 
• Attitudes of users to change 
• Lack of time and convenience and distraction from the environment or social media 
 
In Ghana Aboagye et al. 50 revealed a low level of students’ readiness for online learning during 

the covid-19 outbreak. Issues students faced for online learning students face in the online learning 
process are: 

• Students were not ready for online learning and a new education method 
• accessibility and connectivity to the internet 
• lack of appropriate technological devices, such as laptop 
• socio-psychological problems due to limited communication and interaction with teachers 

and peers  
In another survey established in Africa, Zimbabwe universities mentioned: Internet 

connectivity, ICT infrastructure that was not reliable, and a lack of ICT training opportunities as the 
problems students have confronted 51. 

The last country to investigate in our review in Africa is South Africa, where Mukuna and Peter 
Aloka 52 conducted research in a rural school. The research identified some similar problems in other 
African countries as well as new ones. 

• Parents rarely involve themselves in children’s homework,  
• Submission of poor-quality work and incomplete tasks, 
• Insufficient personal caring equipment 
• Poor network access, and  
• Lack of Information Communication Technology (ICT) devices to access the Internet 
• Lack of ICT knowledge 

 
48 John K Tarus, David Gichoya, and Alex Muumbo, “Challenges of Implementing E-Learning in Kenya: A Case 

of Kenyan Public Universities,” The International Review of Research in Open and Distributed Learning 16, no. 1 (2015), 
http://dx.doi.org/10.19173/irrodl.v16i1.1816. 

49 Lawal Olatunde Olayemi, Ramona Boodoosingh, and Filipina Amosa Lei Sam, “Is Samoa Prepared for an 
Outbreak of COVID-19?,” Asia-Pacific Journal of Public Health, 2021. 

50 Emmanuel Aboagye, Joseph Anthony Yawson, and Kofi Nyantakyi Appiah, “COVID-19 and E-Learning: The 
Challenges of Students in Tertiary Institutions,” Social Education Research (2020): 1–8, 
http://dx.doi.org/10.37256/ser.212021422. 

51 Norman Rudhumbu et al., “Insight into Online Teaching Behaviour of Lecturers in Zimbabwean Universities 
during the COVID-19 Era and beyond: Issues and Challenges,” The International Journal of Information and Learning Technology 
38, no. 5 (2021): 518–539, http://dx.doi.org/10.1108/ijilt-07-2021-0104. 

52 Kananga Robert Mukuna and Peter J O Aloka, “Exploring Educators’ Challenges of Online Learning in Covid-
19 at a Rural School, South Africa,” International Journal of Learning, Teaching and Educational Research 19, no. 10 (2020): 134–
149, http://dx.doi.org/10.26803/ijlter.19.10.8. 



 
 
 

 
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Insufficient personal equipment and poor network access can be due to the cost of purchasing 
mobile phones that are compatible with Internet connectivity, lack of electricity, low network 
coverage, and expensive maintenance requirements for data, and Wi-Fi. 

Setting aside country-specific studies, Deshmukh 53 did a qualitative research study on 
comparing online and face-face classrooms in terms of visual differences in global campuses over 12 
different countries, among students and education facilities and administrations. The research 
identified some challenges towards online learning as below:  

• Most students miss the old scheduled classes and their structured 
• Students could not hold the same level of concentration 
• Technical issues and equity limitations of digital platforms  
• Junior and last year students were affected the most. First years due to lack of friendship 

and disparity with school atmosphere, and the latter group because of the sudden break up in rituals 
and community bonds. 

• The backbone of education is thinking and doing or learning by doing. Online classes 
omitted physical capabilities. 

• Educators felt uncomfortable facing a blank screen with a forced structure and one-way 
communication. 

• Classrooms should reflect multiple Intelligences and learning styles. 
• Students in distant areas lack access to the internet and technology. 
• Exams and metrics were the other areas of weakness.  
• Virtual environment was meant to replicate classrooms, not the campus.  
The last continent to review in America. A report from the Education department of The USA 

2021 in about Covid 19 impacts on America’s education identified some problems. 
• Technology barriers for black students more than for white. Lack of digital devices and 

Internet connection access 
• School or university dropout due to financial and less engagement 
• Students of color report outsized difficulties 
• Stress and anxiety, feelings of disappointment, sadness, loneliness, and isolation. These 

symptoms are higher in students of color.  
 
Islam et al. (2021) conducted a survey in over 30 higher education institutions in The USA and 

found that: 
• Overload and inconsistency information are two major challenges 
• Lack of documentation and reflection. 
• Administrative structure and hierarchy 
• High level of uncertainty because of covid-19 situation 
• The lack of clear centralized guidance.  
 
An already mentioned study by Wu et al. 54 identified online learning concerns and obstacles in 

North America, Canada, and the USA, namely: 

 
53 Jay Deshmukh, “Speculations on the Post-Pandemic University Campus – a Global Inquiry,” Archnet-IJAR: 

International Journal of Architectural Research 15, no. 1 (2021): 131–147, http://dx.doi.org/10.1108/arch-10-2020-0245. 
54 David T Wu et al., “The Impact of COVID-19 on Dental Education in North America-Where Do We Go 

Next?,” European journal of dental education : official journal of the Association for Dental Education in Europe 24, no. 4 (November 



 
 
 

 
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• Students experienced a higher level of anxiety and depression 
• Dental schools’ payment problems for staff and teachers 
• Abuse or segregation against patients and dental group individuals of Asian, Asian American, 

or Asian Canadian descent 
• Concerning about employment market, as well as high student debt 
• Course attendance and examinations are sensitive to students’ time zones. 
A study in Mexico by Rodríguez et al. 55 revealed that living conditions in rural places are filled 

with poverty, and students in schools receive lower support and resources in their education than in 
urban areas. As a consequence of inaccessibility to the internet and its cost, Mexicans created television 
programs to provide needed education for students. Some other problems merged alongside others, 
such as lack of an adequate Internet connection, electronic devices, the required skills to learn online, 
or for teachers to teach online. 

Sdenka et al. 56 provided a systematic review of Latin American countries (such as Brazil, Peru, 
Chile, Colombia, etc.) education during covid-19 identified that: 

• Internet access  
• Mental health issues, stress, and anxiety 
• Need to improve the quality of online learning 
• Lack of skills for online learning for students 
• Dropouts due to the unsuitability of online teaching methods 

 

 

 

 

 

 

 

 

   

RESULT AND DISCUSSION 

Part I. Students’ engagement, technology, major and overall sentiment over online learning 

during covid-19 are identified as effective factors in experiencing successful online learning. 

The first factor, to sum up, is the engagement of students. Virtual learning cannot be a suitable 

replacement for traditional classes, Even though its benefits have been mentioned by both students 

and teachers. 

 
2020): 825–827, https://pubmed.ncbi.nlm.nih.gov/32654328; Jiayi Bao and Andy Wu, “Equality and Equity in 
Compensation,” Harvard Business School working paper series# 17-093 (2017). 

55 Kingsley Okoye et al., “Technology-Mediated Teaching and Learning Process: A Conceptual Study of Educators’ 
Response amidst the Covid-19 Pandemic,” Education and Information Technologies, 2021. 

56 Sdenka Zobeida Salas-Pilco, Yuqin Yang, and Zhe Zhang, “Student Engagement in Online Learning in Latin 

American Higher Education during the COVID-19 Pandemic: A Systematic Review,” British journal of educational technology : 
journal of the Council for Educational Technology 53, no. 3 (May 2022): 593–619, https://pubmed.ncbi.nlm.nih.gov/35600418. 



 
 
 

 
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However, it is also reported that blended learning can be a good way of teaching, a mixture of 

synchronous and asynchronous online classes with face-to-face classes if the infrastructure is 

satisfactory to conduct online classes. Moreover, student engagement in emotional and cognitive areas 

altered drastically during Covid time; a decrease in motivation and lack of social interaction and 

activities are responsible for that. 

The second factor, technology refers to devices that are usually needed for participating in online 

classes as well as digital applications. Which is one of the areas that has been a game-changer in 

adapting online learning in different countries and education centers was the availability of needed 

technology gadgets for both students and teachers. The most used gadgets were smartphones and 

laptops. ICT knowledge for teachers is fundamental. Zoom, Microsoft teams, and WhatsApp are the 

most used ways of communication and teaching at this time. 

Third different majors require different education processes as they differ on what goals students 

want to achieve. It is reported that students with related majors to medical sciences have had more 

anxiety with distant learning causing their education and later careers to deal with people’s lives. 

Hence, the quality of their lessons is vital, and some classes require physical attendance, which cannot 

be done in online classes. The environment of education is another key to success alongside other 

factors, and this feature plays at different levels of significance for different majors. 

Lastly, Sentiment toward online learning was not positive since most countries, universities or 

students, and teachers were not mentally ready to shift their casual way of education to entirely online-

driven courses, to conduct an effective online learning experience, preparedness beforehand is vital. 

Part II what can be concluded from all articles which mentioned drawbacks and identified issues 

towards online learning? Well, this review tries to get an overall view of different continents.  

Studied countries in Asia reported some problems that are mostly identical; they share almost the 

same problems. Internet connection is identified as the main issue toward online learning, followed 

by the non-existence of needed digital devices to participate in online classes due to financial barriers 

and with a minor reported issue with lack of ICT knowledge.  

From selected articles inside Europe, it is evident that students are predominantly worried about 

ICT knowledge of their instruction; they believe teachers’ skills are not sufficient to satisfy their needs. 

Relatively, teachers’ methods of teaching are not appreciated. According to their significance, Internet-

related issues and lack of digital devices are other problems. 

Studied articles in the USA revealed that most people have access to the internet and digital 

devices. However, it is reported that there is a gap between white students and students of color both 

in accessing technology and their mental health reported by the U.S. Department of education, and 

also some discrimination between students has been found. Moreover, two studies mentioned 

students felt anxiety about their chances in their future jobs. 

In South America, contrary in north America, symptoms of online learning problems are much 

alike in Africa and some of the mentioned Asian countries. Internet connection accessibility, lack of 

digital devices, and lack of ICT knowledge and power supply are recognized as the main issues in the 

studied articles. 



 
 
 

 
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A successful online learning rate in developed countries or continents is more likely. In the 

selected countries, those who could not have access to the internet or purchase proper digital devices 

are due to financial barriers. This paper provides some figures to demonstrate the issues better. 

 

Figure 1 shows the average salary per adult based on us dollars across the globe, this figures 

clearly show that African countries have the lowest income, followed by some Asian and South 

American countries. In contrast, North America and European countries have the best avenues.  

The goal of this information is to show why some students in Africa, Asia, or South America 

cannot afford digital devices or the internet. This might be an indication of why the reviewed articles 

in Europe and North America rarely talked about issues of not having digital devices. 

 

 



 
 
 

 
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The last figure, figure 2, shows much internet usage each country in the world had in 2019. This 

figure clarifies which countries probably suffered from internet connectivity in online learning in the 

covid-19 era and which countries did not. As is shown in the picture, African countries were the most 

harmed nation in terms of internet usage, and without a proper internet connection, there will be no 

quality learning. 

 

CONCLUSION 

Four factors are acknowledged in this paper as influential factors in online learning classes. This 

review found out that in undeveloped countries success of online education is highly correlated with 

the financial status of countries, whereas, in developed countries, its success has other areas of concern 

among people. 

 

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