The World Health Organization has declared COVID-19 situation as Pandemic Outbreak that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities globally, including educational activities, and this has resulted in tremendous crisis-response migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is different from emergency remote teaching; online learning will be more sustainable while instructional activities will become more hybrids provided the challenges experienced during this pandemic are well explored and transformed to opportunities.
The good-to-have narrative changed as a result of the global closure of educational institutions has part of measures to maintain social distancing in order to curb rapid transmission of COVID-19, institutions switched instructional
activities to remote learning platforms and this migration came with several logistical challenges, and one major issue is that the migration has caused compulsory modification in the attitudes of education administrators, instructors and learners on the significance of online learning Online learning in its entirety is dependent on technological devices and internet, instructors and students with bad internet connections are liable to be denied access to online leaning. The dependency of online learning on technological equipment and the provision of the equipment was a big challenge for institutions.
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