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\nAbstract: The lockdown imposed in India on 25 March 2020 resulted in the indefinite closure of education institutes all across the country. The government and educational institutes were quick to respond, they shifted teaching from offline to online mode. This article aims to identify the approaches made by the higher education institutions for continues imparting of education amidst lockdown. The article also identifies the challenges faced by teachers in online teaching from their homes. The study is descriptive and analytical in nature and data has been collected from secondary sources like reports, news articles, blogs, interview videos, magazines, social media, and journals to achieve the objective of the paper. Based on the secondary sources' information, the article also advocates the learning curve for the future to deal with any such crisis impact on the education system of India. The findings revealed that higher education institutions (HEIs) have taken many initiatives in this pandemic situation for imparting education. But these initiatives have not been very successful from the teacher's perspective. Teachers faced may issue in online teaching such as lack of technical facilities, family interruption, lack of training, lack of clarity & direction, lack of technical knowledge. The learning curve of the article facilitates the HEIs to help them to execute the online educative in an effective manner.  \nKeywords: COVID-19, lockdown, online teaching, teachers , challenges, pandemic.  \nIntroduction  \nDecision of the Indian government to impose complete lockdown in the country to curb the spread of infectious virus, COVID-19 adversely impacted all sectors of the economy (Joshi et al. , 2020b; Gupta et al. , 2020) . Most staggering impact was felt by the education sector. Even when the government has announced to strategically lift the lockdown, decision on opening of schools and colleges is yet to betaken. It is assumed that educational institutes will be the last sector that will be operational. As per areport of UNESCO, around 63 million teachers got affected in 165 countries. 1.3 billion Students all across the world could not go to the college (UNESCO, 2020) . To curb the adverse impact on education, Ministry of Human Resource Development promoted free digital e-Learning platforms like National Programme on Technology Enhanced Learning (NPTEL), Study Web for Active Young Expiring Minds (SWAYAM), etc. (MHRD, 2020a) . In order to continue the academics the ministry recommended to use online platforms to impart education. Online education necessitates three key constituent for its success. The first constituent is \"institution\". The institution provides the necessary platform to teachers and students for successful implementation of online teaching and learning. The institution needs to provide clear instruction and direction, technical support, training, institutional-based technologies, and motivation to teachers for imparting online education. The second constituent is \"teacher\" . It is imperative to consider that online teaching cannot be successful without the support of teachers, as they are the frontline workers of any educational institution. They are responsible to educate children. The lockdown demanded them to quickly adopt technology and put in their best effort. The third key element is \"students\"; they also need to psychologically accept the online mode of teaching and learning. Under the given circumstances it is evident that higher education institutions (HEIs) have to change their pedagogy following the simple philosophy of progress or perish. In order to progress in the present situation, HEIs have shifted to emergency remote teaching. \"Emergency remote teaching is a temporary shift of instructional delivery to an alternate delivery model due to crisis circumstances. It involves the use of fully remote teac","cbCaik017M0jddnL","https://ap.wps.com/l/cbCaik017M0jddnL","pdf",149627,"English","# Introduction\n## Education amidst COVID-19: ‘Approach’","[{\"question\":\"What triggered the shift from offline to online teaching in India?\",\"answer\":\"India imposed a complete lockdown on 25 March 2020 to curb COVID-19, which caused education institutes to close indefinitely and made online teaching necessary to continue academics.\"},{\"question\":\"What were the main constituents identified for successful online education?\",\"answer\":\"The article identifies three key constituents: institution, teacher, and students, emphasizing that each must provide support such as platforms, technical help, training, motivation, and psychological acceptance.\"},{\"question\":\"What challenges did teachers face during emergency remote online teaching?\",\"answer\":\"Teachers reported issues such as lack of technical facilities, family interruptions, insufficient training, unclear guidance, and limited technical knowledge, largely because there was little time to prepare.\"}]","Online Teaching amidst COVID-19 in India - An Outlook | PDF",1792076081,18]