Abstract
Purpose
 Covid-19 pandemic has influenced universities across the world to make an abrupt shift from face-to-face teaching to digital/online teaching. The present paper investigates challenges experienced by Indian and Palestinian universities while teaching online in times of Covid-19 pandemic.
 Design/methodology/approach
 Data was collected from instructors of four Palestinian and Indian universities using a semi-tailored electronic questionnaire and analyzed using SPSS.
 Findings
 Results showed that unique challenges experienced by four Palestinian and four Indian universities’ instructors when teaching online during the Covid-19 pandemic include difficulty in receiving feedback from students in online classes compared to traditional face-to-face classes; difficulty in categorizing students into sub-groups to facilitate group working; and unfavorable online environment at home because of the presence of other family members and children. On the basis of this study’s findings, universities should prepare for future crises by ensuring instructors are competent and have knowledge in information communication technologies (ICT) as well as take into consideration the development and enhancement of the quality of online (virtual) courses delivered during emergencies.
 Originality
 This paper aims to research the implications involved in online teaching and online learning. Through data collection, this research paper was able to measure the impact and suggest recommendations.
 Practical implications
 Study in the research will contribute to overcome the challenges of stakeholders involved in education profession. Online teaching and learning, both had its own challenge and discomfort whilst implementing it.
 Social implications
 This research will help to strengthen the bond between educators and learners. Online teaching and learning created an unsaid interest and dilution in education world. This research can pave the way to develop better understanding between stakeholders.
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