School closures and restriction of movement have been found to be effective in slowing down the spread of the infectious disease and allowing governments to buy time to conduct research into medical solutions to the disease (Cohen and Kupferschmidt 2020). Similar school closures took place during the 2009 Swine flu outbreak in the USA and Mexico, the flu pandemic in 1968 which originated from Hong Kong, Asian flu of 1958, and the 1918–1919 Spanish flu and Ebola Disease of 2014, among others as shown in Table 1.
2020 Remuzzi and Remuzzi 2020 Bayham and Fenichel 2020). This is in addition to recommended non-medicinal intervention and preventive measures like social distancing, self-isolation and a high regime of personal hygiene through frequent hand washing (Viner et al. Governments around the world have to close down educational institutions temporarily, from the elementary to tertiary levels, in an attempt to contain the spread of the COVID-19 pandemic. The implementation challenges of using the resources are discussed, and some solutions are recommended. The technical requirements, suitability, and limitations of each application are considered. This paper reviews and evaluates twenty-two (22) remote attendance teaching resources, their special features and system requirements. In developing countries, especially across Africa, lack of awareness of the existing online teaching resources and their suitability for remote attendance teaching and lack of skill sets required for using the resources are the issues impeding online teaching. Despite having a solution in online teaching to reduce the effect of COVID-19 on education, it’s noteworthy that the solution is not available to every educator, learner and school, especially in developing countries. Therefore, e-teaching and e-learning have emerged as complementary solutions that reduce disruption to educational activities. Thus, more than ever, COVID-19 has now emphasized the necessity to embrace different and flexible methods of teaching and, by extension, learning. Therefore, the teaching and learning process should also adapt to the new normal, which includes suitable social distancing, self-isolation and other disruptive guidelines outlined by the World Health Organization.
At the time of writing, the duration of the current pandemic cannot be ascertained. As of 14 April 2020, teaching activities of over 1.75 billion students globally were disrupted in about 200 countries that have implemented full or partial lockdown across the world. The Corona Virus 2019 (COVID-19) pandemic has negatively impacted teaching and learning globally, imposing widespread closure of schools from the elementary to tertiary levels.
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