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Due to the diversity of learners in universities, online programs have become one of the accepted educational methods (Bawa, 2016). Online programs and education, or e-learning, means that the learners have the ability to use an electronic device like a computer, or mobile phone and its accompanied softwares and applications that offers the possibility to learn from anywhere, anytime (Cojocariu & Boghian, 2014). In the last decade, enrollment in online courses has increased by 100% (Muljana & Luo, 2019). Currently, with the outbreak of COVID-19 and school lockdowns, all the educational settings such as schools, universities, and even private institutes turned to use online programs as a routine educational activity.
Online learning programs includes a set of synchronous and asynchronous learning experiences in different environments and networks using devices such as mobile phones and laptops (Dhawan, 2020). In such an environment, learners can independently communicate with teachers and other learners from anywhere (Singh & Thurman, 2019). Using online learning environments in COVID-19 is no longer an option, but it is one of the essential factors of any educational institution. It is noteworthy that due to the COVID-19 outbreak, there has been a very rapid overnight change from the conventional methods to online teaching (Dhawan, 2020). In such a situation, the discussion is no longer about providing quality education, but rather how to adapt these educational institutions to online teaching and learning massively (Carey, 2020). Of course, we must look for innovative online teaching methods (Liguori & Winkler, 2020).