Digital tools, online education, mental and emotional well-being are not only what aspiring educators start to learn, but how. Many teacher training programs in the US include more digital tools, online education, and mental and emotional well-being in their courses to reflect the effects of the pandemic. At North Carolina State University College of Education, educators are striving to integrate distance learning strategies and tools that can still be used in face-to-face learning, such as an interactive Jamboard or a swing learner interaction platform, said Erin Horn, associate director.    

This flexibility for face-to-face learning has also been reported in the literature2. Students also become independent learners, an important skill for encouraging lifelong learning among healthcare professionals.10,11 Both teachers and students saw ineffectiveness in psychomotor skills training, resource intensity, and poorly managed decency during class as constraints on online learning. Another advantage of online learning over face-to-face training is the openness of the approach, seeking, especially in this scenario of the Covid-19 pandemic, the opportunity to offer effective education, inclusiveness, guaranteeing every citizen the opportunity to develop their talents and feel part of a common future.    

Technology intervention should improve teacher-student interaction through better access to content, data, and networks, and help teachers better support student learning. As stated in the World Bank Successful Teacher Platform, the effective use of technology is to ensure an effective teaching structure. In this case, new digital skills and distance learning methods are essential for teachers to maintain the continuity of learning.    

Because these essential performance requirements were largely lacking for many, distance education during the pandemic hampered teaching and learning. Just as the requirements for effective student learning during the pandemic were largely not met, the same is true for effective online education. Given the lack of infrastructure, much of the early advice and support of inexperienced online teachers focused on the technology tools available at every institution and was considered sufficient to support the transition.    

However, in an agricultural education system where many courses are practice-oriented, full switching to online mode may not be possible and you may need hybrid mode, the ideas in this article may help design a curriculum for the new norm. For example, this could be a combination of online teacher training courses, where students can acquire the knowledge they need, and face-to-face lessons, which can be devoted to acquiring new skills.    

This requires both the coach and the students to be present in person and have some control over the time, place, course of study, or progress. Blended learning has proven to be a successful method to improve educational understanding, interaction and inclusiveness. When students feel that their teachers are making a conscious effort to support their learning, they will experience a deeper sense of community and belonging in online teacher training courses (Shea et al., 2006).    

In the spring semester, faculty and staff conducted digital learning at the college and increasingly used online student response systems (such as Padlet and Mentimeter) and tools to promote digital teamwork (Zoom / Microsoft Teams). This allows participants more time to practice and apply the acquired skills during the learning process.    

The method is 100% online, and participating teachers and METVT officials are satisfied with the training. These courses replaced the face-to-face training courses planned in Bishkek before the pandemic. The European and Central Asian Human Rights Education Group of Amnesty International, in cooperation with Amnesty Ukraine, organized two three-day mixed training courses for teachers in Kazakhstan and Kyrgyzstan. Participants also participated in online problem learning courses and regular online assessments during the COVID-19 pandemic.    

This qualitative study used teacher interviews, course artifacts, course evaluations, and student interviews to understand how teachers contributed to online education (Merriam, 2009; Merriam & Tisdell, 2016). Consequently, this study examined how teachers planned their learning activities when they switched to online learning due to the pandemic, or how they conducted online learning in the form of exercises to guide the advancement of education in the future. As the use of online methods increases during COVID-19, there is a need to assess their effectiveness in terms of teaching and learning by different stakeholders. Thus, this study examines teachers ‘and students’ perceptions of the benefits, constraints, and recommendations for online learning in Pakistan. Iowa’s Drake University Curriculum has introduced a course on Online Education Best Practices. The National education policy 2021 plays a vital role in the development of the educational system 

Facing the pandemic, countries have combined high-tech and low-tech methods to help teachers better support students’ learning. After the coronavirus pandemic, teachers around the world were forced to actively switch to new forms of distance learning.    

Over the past two years, Edo State in Nigeria has trained all 11,000 Edo-BEST elementary school teachers in the effective use of digital technology in the classroom; During the pandemic, this teacher training program shifted from full-time to distance learning. Likewise, in Uruguay, the Teacher Development Institute has moved an existing online training program to provide distance pedagogical support, and Ceibal has strengthened its teacher training program and opened a repository of educational resources. The researchers found that educators quickly switched to distance learning and provided varying support, but indicated the need for additional resources.    

Before the COVID-19 pandemic, most of this research focused on colleges, while primary and secondary school teachers and students remained inexperienced in distance learning in emergencies (Lestari and Gunawan, 2020). The most recent studies examined students’ feelings about online education and learning effectiveness, but little was said about developing learning experiences for teachers when they had to switch to online learning due to the pandemic.    

The authors expected online learning to benefit teachers during the COVID-19 pandemic, but their results indicate poor online learning outcomes: 80% of teachers are unhappy with this online education. According to the aforementioned COVID-19 pandemic research, teachers and students were forced to conduct online education regardless of their level of preparedness. The learners ‘experiences in these last-minute online learning environments do not necessarily reflect learners’ experiences in a quality online course based on the online education principles “Quality Matters”.    

Although students report a decline in learning outcomes after 12 weeks, when 30-45 minutes of real-time simultaneous lectures dominate on Zoom, they are positive about the use of digital textbooks and tools in future online courses. In general, these students are satisfied with temporary online learning after the lock-in, although their perceived learning outcomes are low compared with the situation before the pandemic. As a result, online training took three days instead of the planned one antenna training.    

Then COVID-19 erupted, schools plunged into distance learning, and suddenly the course materials were being used by others. The limitations of the pandemic provided educators with an opportunity to consider new strategies for teaching targeted concepts. Such changes include defining learning with strategies that take advantage of the online delivery mode, such as interactive discussion, student-led learning, and the use of games to increase motivation and focus.