(i) Recorded lectures
(ii) Whatsapp groups and material sharing
(iii) Self-paced learning of course material shared with students
(iv) Online lectures of 1 hr duration with slides
(v) Using only slides to deliver content
(vi) Students not switching on their cameras during classes
(vii) Lack of communication from institutional leadership
(viii) MCQ-based assessment using Google Forms leading to unfair means
(ix) Free online tools with basic features
(x) No physical laboratory access and experimental work
(xi) Working with the whole class always
(xii) Group interactions and communication | (i) Live classes
(ii) Structured and formal online classes
(iii) Learning through MooCs, especially Coursera
(iv) 30–40-min lectures with frequent polls and quizzes
(v) Using pen tablets for writing/drawing
(vi) Students switching on their cameras during classes
(vii) Clear institutional vision, communication, and directions
(viii) Online proctoring-based tools, oral exams, open book exams, assignments
(ix) Paid subscriptions with premium features
(x) Use of V Labs, videos by faculty while using actual labs
(xi) Working with small breakout groups
(xii) Individualized mentoring, counseling sessions | (i) Individual faculty tool usage (Whatsapp, Zoom, Gmeet, etc.)
(ii) Faculty communicating with students through Whatsapp groups etc
(iii) Effective tool usage by faculty on their own
(iv) Informal training on teaching online
(v) Pedagogy innovation by faculty
(vi) Monitoring of quality of online lectures
(vii) Google forms-based assessment
(viii) Lack of engagement with student groups/faculty by institutional leadership leading to communication gaps
(ix) Use of free online tools and treating the pandemic as a temporary phase
(x) Rigid control and strict monitoring
(xi) Traditional management and planning
(xii) Outsourced IT teams and reliance on outside training agencies
(xiii) Long-decision-making cycles | (i) Central unified strategy and platform usage at institution level
(ii) Clear unambiguous communication through formal channels like emails
(iii) Centralized online training for faculty
(iv) Formal training and certification
(v) Training for faculty on building engagement
(vi) Enabling recording of lectures for review
(vii) Online proctoring-based assessment
(viii) Institutional leadership frequently engaging with and addressing concerns of student groups and faculty members
(ix) Investment in building online delivery capability as a strategic investment
(x) Flexible policies and understanding empathy
(xi) Strategic planning, management, and execution
(xii) Inhouse IT and ICT expertise with training capabilities
(xiii) Agile decision-making and responsiveness |
