Technology-Enhanced Learning and Teaching in COVID-19 Era: Challenges and Recommendations

Main Article Content

Ali Al-Ataby


Technology-enhanced learning and teaching methods have been in literature and for many years now. Many educational institutes all over the world have been using these methods to deliver their programs and degrees. Nevertheless, some institutes are not very keen on using technology in some disciplines, and deliver their programs in a traditional way for a number of reasons, especially if these have been successful and well-attended (i.e. popular) by students. In the current era, where COVID-19 pandemic has disrupted every corner of our life including higher education, technology has become a critical success factor to reduce the negative impact of this pandemic. Accordingly, it is now no longer an option to opt out from using technology in learning and teaching. This doesn’t just refer to providing (dumping) contents to students digitally, but to facilitate learning and deliver engaging and highly interactive experience to compensate for lack of face-to-face interaction between the students and their teachers and also amongst the students themselves. The use of technology in education due to COVID-19 pandemic, however, has confronted by a number of challenges. In some cases, the focus was shifted to the contents (documents, videos…etc.) rather than interactivity and student engagement. Furthermore, the students were highly overwhelmed with contents in a short period of time, which has caused anxiety, dissatisfaction and performance issues. In this paper, examples of teaching methods based on the use of technology that are employed during the lockdown period are provided. Moreover, a number of subsequent challenges due to current situation are discussed, and recommendations for implementation and best practice are shared. Also a proposal for a flipped delivery model to move forward is provided and discussed. Anecdotal student feedback has shown that the used methods and techniques were really helpful and have boosted student learning and enthusiasm in this difficult time.      


Download data is not yet available.

Article Details

How to Cite
Al-Ataby, A. (2020). Technology-Enhanced Learning and Teaching in COVID-19 Era: Challenges and Recommendations. International Journal for Innovation Education and Research, 8(10), 317-331.
Author Biography

Ali Al-Ataby, University of Liverpool, Liverpool, UK

Department of Electrical Engineering and Electronics


A. Al-Ataby, Innovative teaching tools for large multicultural cohorts in electrical engineering and electronics, 11th European Workshop on Microelectronics Education (EWME), 2016.

A. Al-Ataby and W. Al-Nuaimy, Technology-Enhanced and Personalised Laboratory Learning Experience for Undergraduate Electrical Engineering and Electronics Students. International Journal for Innovation Education and Research, 7(10), 534-550., 2019.

S.J. Daniel, Education and the COVID-19 pandemic. Prospects, 2020.

S. Kandri, IFC, How COVID-19 is driving a long-overdue revolution in education, IFC, 2020.

V. Singh and A. Thurman, How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018), American Journal of Distance Education, 33:4, 289-306, 2019.

A. Kukulska-Hulme, How Should the Higher Education Workforce Adapt to Advancements in Technology for Teaching and Learning?, Internet and Higher Education, Vol. 15, Issue 4, pp. 247-254, 2012.

Panopto, The Practical Guide to Flipping Your Classroom, www.panopto.comm, 2020.

A. Alammary Blended learning models for introductory programming courses: A systematic review. PLoS ONE 14(9): e0221765,, 2019.

G. Salmon, E-Moderating: The Key to Teaching and Learning Online, Kogan Page, London, 2001.

G. Marinoni, H. Land, and T. Jensen, The Impact of COVID-19 on Higher Education Around The World, IAU Global Survey Report, International Association of Universities, 2020.

L. McGill, H. Beetham and T. Gray, What makes a successful online learner? JISC, 2016.

Kaplan, What is online proctoring?, 2020.

IAU (International Association of Universities), COVID-19: Higher Education challenges and responses, 2020.

M. Langella, COVID-19 and Higher Education: some of the effects on students and institutions and how to alleviate them, 2020.

UN, Policy Brief: Education during COVID-19 and beyond, 2020.

F. Reimers, Global Education Innovation Initiative, Harvard University, Supporting the continuation of teaching and learning during the COVID-19 Pandemic, 2020.