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Open research questions in E-Learning and COVID-19

284 unresolved questions extracted from the limitations and future-work sections of 1,358 E-Learning and COVID-19 papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Investigating the effectiveness of video-based microlearning in different contexts, - Examining the impact of video-based microlearning on student outcomes, - Exploring ways to improve the engagement and effectiveness of video-based microlearning

    Video-Based Microlearning in Public Health Education for Undergraduate Nursing Students: A Mixed-Methods Cross-Sectional Study · 2026 · DOI

  • There is limited evidence on the effectiveness of video-based microlearning in public health education. The study aims to address this gap by examining students' perceptions and satisfaction with a video-based microlearning strategy. The study seeks to explore the potential of microlearning in supporting flexible learning in content-heavy nursing courses.

    Video-Based Microlearning in Public Health Education for Undergraduate Nursing Students: A Mixed-Methods Cross-Sectional Study · 2026 · DOI

  • There is a notable gap in studies on job satisfaction, especially in countries with unstable economies, such as Kazakhstan. The study aims to fill this gap by examining the determinants of job satisfaction and online learning continuation among Kazakhstani educators.

    Determinants of Job Satisfaction and Online Learning Continuation: A Study of Kazakhstani Educators during COVID-19 · 2026 · DOI

  • To address the challenges faced by teachers in Kazakhstan during the transition to online learning (OL) and to inform the development of more sustainable online education practices, several interconnected strategies should be considered. These recommendations draw on the correlational findings of the present study and are supported by relevant literature. First, enhancing technological infrastructure and providing ongoing training are crucial steps. Given that a large proportion of teachers (91.6%) reported technological difficulties, improving internet connectivity, particularly in rural regions, is essential to reducing barriers to participation in online education (Bhandari, 2020). In parallel, ensuring that teachers have access to necessary digital devices and timely technical support can help address common challenges related to digital equity (Ezra et al., 2021). Furthermore, as the majority of teachers in this study (86.5%) had limited prior experience with online learning, continuous professional development focused on digital pedagogy would likely be beneficial, supporting teachers’ confidence and competence in virtual environments (Ramli et al., 2024). Supporting communication and collaboration is another important focus area. More than half of the teachers reported difficulties in communicating with students, suggesting a need for strategies such as regular check-ins and virtual office hours to strengthen teacher- student interaction (McTigue et al., 2023). In addition, developing structured peer support networks can foster collaboration among teachers, which has been shown to enhance well- being and job satisfaction (Wu et al., 2025). Addressing increased workload and emotional stress is also essential. Our study identified associations between age, increased workload, and job satisfaction, with 61.7% of teachers reporting an increased workload. While causality cannot be inferred, monitoring and managing workload expectations could help alleviate stress, particularly among older educators (Hongsa & Polyong, 2024). In line with this, providing mental health support through counseling services or stress-reduction programs may help mitigate the emotional strain some teachers experienced during the pandemic (Beames et al., 2023). Fostering student motivation and engagement should also be prioritized. Teachers in this study perceived a decline in student motivation (58.9%), suggesting the need to incorporate more interactive teaching methods, such as gamification and collaborative learning approaches, to maintain student interest and participation (Nadeem et al., 2023). Additionally, involving parents more actively in the online learning process, despite not being a primary focus of this study, has been highlighted in previous research as a valuable strategy to support student engagement and learning outcomes (Ilmanto et al., 2021). Finally, improving government support and educational policies appears to be a critical factor. Satisfaction with the government’s pandemic response emerged as the strongest predictor of teacher job satisfaction in our model, highlighting the importance of transparent and supportive policies to promote teacher morale and trust (Glaveli et al., 2024). Moreover, as only 29.9% of teachers expressed willingness to continue online learning after the pandemic, introducing financial incentives or career development opportunities may Online Learning Journal – Volume 30 Issue 1 –March 2026 162 encourage greater adoption and integration of online learning into future teaching practice (Najjar et al., 2025). These recommendations are based on correlational findings and should be interpreted with caution, as no causal relationships can be inferred from this study. Nonetheless, they provide a foundation for further research, discussion, and policy development aimed at supporting teachers and enhancing the sustainability of online education in Kazakhstan.

    Determinants of Job Satisfaction and Online Learning Continuation: A Study of Kazakhstani Educators during COVID-19 · 2026 · DOI

  • However, the effect of such changes on medical education, its magnitude, and the learning domains impacted by such rapid changes have not been adequately addressed, particularly with regard to objective assessment approaches.

    Impact of the Covid-19 pandemic and ensuing online teaching on pre-clinical medical education · 2024 · DOI

  • Although the current results need to be replicated on a larger scale, online/combined courses can continue and evolve in the post-pandemic education of medical students.

    Impact of the Covid-19 pandemic and ensuing online teaching on pre-clinical medical education · 2024 · DOI

  • The study aims to address the gap in understanding the level of teaching practices among public secondary school teachers in face-to-face learning modality.

    Teaching Practices Of Public Secondary School Teachers In The Face-To-Face Learning Modality · 2026 · DOI

  • One of the most frequently cited challenges in modular instruction is the lack of timely feedback. Delayed feedback can result in persistent misconceptions, particularly in mathematics. The study highlights the importance of clear explanations, guided practice, and structured feedback in the modular context.

    Why Structured Instruction Matters: A Comparative Effect of Four Instructional Models on Mathematics Achievement in Printed Modular Distance Learning · 2026 · DOI

  • Empirical studies comparing instructional models within a fully printed modular approach are limited. There is a need to examine the comparative effect of different instructional models on student achievement in distance learning environments.

    Why Structured Instruction Matters: A Comparative Effect of Four Instructional Models on Mathematics Achievement in Printed Modular Distance Learning · 2026 · DOI

  • The implementation of the Alternative Learning System Senior High School (ALS SHS) in the Philippines provides non-traditional learners with access to education, yet little is known about the lived experiences of the teachers who make this possible.

    ALS SHS teachers living beyond the syllabus: Lived experiences of alternative learning system senior high school teachers · 2026 · DOI

  • The study identifies a gap in the literature regarding the long-term outcomes of e-learning. The digital divide poses a significant challenge to the widespread adoption of e-learning. The study highlights the need for further research to explore the potential improvements in e-learning systems.

    E-Leaning: Catalyzing Educational Transformation in India · 2026 · DOI

  • Future research should focus on the long-term impact of e-learning on educational equity and quality. Studies on the effectiveness of different e-learning modalities and the role of emerging technologies can provide valuable insights for policymakers and educators. Further research is also needed to explore the best practices for integrating e-learning into the education system and to identify the factors that contribute to the successful adoption of e-learning. Published By: Fifth Dimension Research Publication https://fdrpjournals.org/ 196 | P a g e E-Leaning: Catalyzing Educational Transformation in India REFERENCES 1. Bates, T. (2015). Teaching in a Digital Age: Guidelines for designing teaching and learning. Vancouver: Tony Bates Associates Ltd. 2. Bhattacharya, I., & Sharma, K. (2007). India in the knowledge economy – an electronic paradigm. International Journal of Educational Management, 21(6), 543-568. 3. Chatterjee, P., & Nath, A. (2014). Massive Open Online Courses (MOOCs) in Education – A Case Study in Indian Context and Vision to Ubiquitous Learning. Proceedings of the 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE), 36-41. 4. Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33. 5. Government of India. (2020). National Education Policy 2020. Ministry of Human Resource Development. Retrieved from https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English.pdf 6. UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris: UNESCO.

    E-Leaning: Catalyzing Educational Transformation in India · 2026 · DOI

  • The sample size (N=100) is limited. The interviews were informal and not transcribed verbatim. Generalizability to other universities may be limited.

    Integrating Digital Tools for Health Professional Education: A Case Study from the University of Peradeniya · 2026 · DOI

  • The effective integration and sustained use of digital tools in day-to-day medical education remain underexplored. Gaps remain in infrastructure and faculty support.

    Integrating Digital Tools for Health Professional Education: A Case Study from the University of Peradeniya · 2026 · DOI

  • The review protocol was not registered in an international registry. The study only included peer-reviewed publications and did not consider grey literature. The study was limited to the South African higher education context.

    Authentic e-assessment in South African higher education: A systematic review of AI-driven assessment practices and challenges · 2026 · DOI

  • There is a need for research on the implementation challenges and pedagogical ramifications of AI-enhanced e-assessment in South African higher education institutions. There is a lack of studies on the effectiveness and inclusivity of AI-driven assessment technologies in South African higher education. There is a need for research on the development of hybrid evaluation models that integrate AI automation with human judgement.

    Authentic e-assessment in South African higher education: A systematic review of AI-driven assessment practices and challenges · 2026 · DOI

  • Limited access to tools and equipment, inadequate instructional materials, insufficient laboratory facilities, teacher-related challenges, and learner-centered difficulties

    Learning Barriers of Senior High School Learners in Electrical Installation and Maintenance · 2026 · DOI

  • Many learners encounter educational barriers that affect competency acquisition and practical skill development in EIM. There is a need to identify and address the learning barriers encountered by Grade 12 Senior High School learners in Electrical Installation and Maintenance.

    Learning Barriers of Senior High School Learners in Electrical Installation and Maintenance · 2026 · DOI

  • Time constraints and lack of flexibility. Insufficient teaching and learning resources. Domestic responsibilities and a lack of conducive learning environments.

    From Classroom to Microlearning: Comparing Learner Perceptions of Traditional and Innovative Approaches in Lifelong and Adult Education in Tanzania · 2026 · DOI

  • The study identifies a gap in the literature on the effectiveness of blended and microlearning approaches in adult education in Tanzania. The study aims to address this gap by comparing learners' perceptions of traditional face-to-face learning with blended and microlearning.

    From Classroom to Microlearning: Comparing Learner Perceptions of Traditional and Innovative Approaches in Lifelong and Adult Education in Tanzania · 2026 · DOI

  • There is a gap in the application of microlearning in training research skills for junior researchers. The social sciences are often perceived as less valued than the hard sciences in Vietnam.

    Using Microlearning to Train Research Skills for Junior Social Researchers: Toward a Micro-Researching Framework · 2026 · DOI

  • Pre-service teachers' anxiety about the potential risks of AI. The need for pre-service teachers to develop competencies and confidence in using GenAI. The integration of GenAI in education raises concerns regarding teachers' readiness and confidence.

    GenAI Anxiety and Technology Self-Efficacy as Predictors of Pre-Service English Teachers’ Intention to Use Generative AI in Language Teaching · 2026 · DOI

  • The study identifies a gap in the literature regarding the relationship between GenAI anxiety, technology self-efficacy, and pre-service teachers' intention to use GenAI in language teaching. There is a need to examine the factors that influence pre-service teachers' intention to use GenAI in language teaching.

    GenAI Anxiety and Technology Self-Efficacy as Predictors of Pre-Service English Teachers’ Intention to Use Generative AI in Language Teaching · 2026 · DOI

  • The lack of personalization and adaptive capabilities in traditional Learning Management Systems. The need for a system that can analyze students’ learning behavior and provide personalized learning recommendations.

    Adaptive Learning Management System with AI-Enhanced Personalized Curriculum · 2026 · DOI

  • The educational value of short-form videos remains debated. There is a need to investigate the influence of short-form educational videos on microlearning engagement and knowledge retention.

    Short-Form Educational Videos, Microlearning Engagement, and Knowledge Retention in Higher Education: Evidence from Vietnamese University Students · 2026 · DOI

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284 open questions have been extracted from the limitations and future-work passages of 1,358 E-Learning and COVID-19 papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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