Baba AdouFor me, the main challenge was adapting a course that was meant to be delivered face to face, in a physical classroom, to fit a virtual environment. This meant skipping some exercises and activities, adapting others, and bringing in new ones. Another challenge was poor internet connectivity. Not only did this rule out the possibility of using features like video conferences and voice calls, but it also affected the timing and length of the class. I had to change the timing and the manner in which the class was to be delivered. I had to basically leave the class open the whole day instead of an hour and a half, giving the opportunity for students to ask questions and do exercises anytime during the day. It is true that this required more effort on the part of the teacher and led to less teacher-student interaction. However, in an exceptional environment like the one we operated in, this was the only way I could deliver the class while thinking of those disadvantaged students who lacked good internet connectivity and tools.
Blair McEwenMy experience with online teaching at the Higher Institute of English due to the COVID-19 pandemic has produced positive feelings. The first thing is that I was very impressed at the speed at which both teachers and students adapted to the online teaching idea. New skills were definitely gained by all and most learning outcomes were successfully achieved. However, the most important thing was the responsibility that students took for their own learning. They took ownership of their work and produced more than they would have done in a face to face environment.