The global COVID-19 epidemic has led schools throughout the world to lock their doors. Approximately 1.2 billion youngsters are out of school across the world. As a result, with the emergence of e-learning, or Online Distance Learning (ODL), in which teaching is done remotely utilizing digital platforms, education has experienced substantial alterations. Several pre-service and in-service instructors were required to move their classes to online instruction in order to continue teaching and learning. This arrangement created significant challenges for teachers teaching an online course for the first time, particularly those learning how to use online platforms.
Previous studies have indicated that teachers employed learning platforms to teach online learning to boost their students' learning. According to Nasution, Surbakti, Zakaria, Wahyuningsih, and Daulay (2021), online learning was used during the COVID-19 pandemic to avoid student interaction, which may transmit the virus. While Brown (2018) stated that teaching online requires a steep technological learning curve and needs to create a much more rigorous instructional design process than is required for face-to-face instruction. This is because one of the main challenges that instructors may have with online education is that it might turn students into passive learners rather than face-toface learning in which professors can simply monitor students physically. As a result, prior researchers emphasized the use of online learning platforms to improve students' learning and involvement.