During the last months of 2019, when the Covid-19 started to spread from China and gradually hit the whole world, the educational institutes decided to transfer their physical classes to online; through several remote platforms like Zoom, Google Meet, and Blackboard, etc. Wearing a facial mask, using sanitizers, social distancing, disposable gloves, and washing hands frequently have become an essential part of the routine. Such a precautionary practice is not easy to carry out physically, be it in schools, markets, offices, or even hospitals.

According to a statistical study, during the coronavirus pandemic (COVID-19) in Poland in 2020, 41% of respondents used the internet to learn new things. In contrast, nearly half of the respondents used internet banking.


Remote learning was an efficient solution to developed and developing countries, but candidates and teachers from the underdeveloped countries suffered much.


While it has been easy for students, who regularly use technology, remote learning has the professors in a quite miserable position. Some students bullied their teachers just because they did not understand modern technology as much.


Some students, introverts by nature, were happy with this change. Some lazy students too, but there was a specific group of students everywhere, who complained about it.


Institutes changed the way of examinations. Although institutes took all assessments carried remotely, some took open-book assessments, quiz-based assessments, assignment-based assessments, and a combination of these systems.

The good part is that they considered the new evaluation methods, replacing the future’s conventional evaluation method.

However, students lost the moral advantages that they used to enjoy during the physical classes. The student-teacher bonding and understanding got off the page and quizzes, and exams became the only basis for evaluating their skills. 

While some students might favor this system, several students who suffered from valuable losses and crises fell victim to it. 


This online teaching shattered most of the interaction between the students and other fellow students. I think this was one of the most significant losses. Why? Because books and classrooms do not confine knowledge within. Education is practicing in the outer world, what you read, or watched inside the school. Being good at human interaction is one of the most significant factors for success.


Remote education turned out to be a back-breaker for immigrant students in the U.S. Why? Because most of these students are still learning linguistics. “English learners,” as they are often referred to as. Although the schools tried their best to help the students by providing laptops and tablets, it was not enough. Most immigrant students had other responsibilities; work and home, because they did not enjoy remote learning benefits.


A statistical study taken out in Romania in 2020 showed that the most significant limitation of online learning was the inability to provide personalized support for students with special learning needs. Nevertheless, over 50 percent found it challenging to monitor the learning process via online classes. 

Another study shows that in 2020, Hungarian students were mostly worried about the new form of exams and online education tests. Over one-third of respondents also feared that the level of education would not be as high as usual.

To sum up, the earlier-mentioned aspects of remote learning have made it easier to understand what we can expect from remote learning. Remote learning emerged as a challenge to the education sector. Many institutes had to modify their system according to the pandemic.

Covid-19 acted as an enzyme in the progress of the evolution of the learning atmosphere. Without this pandemic, we could no longer see this side of the learning way in this current time. We can also say that it was a blessing for the education sector to evolve.

While we saw its cons, migrant students were affected majorly in remote learning.

James Morgan