## 1 Introduction  
Online teaching is currently a basic component of the professional training of teachers, and universities have the duty to invest in their training with new pedagogical methods that are useful in this situation imposed by the pandemic. Creating attractive learning experiences and generating distinct learning environments through digital technologies is a priority of the higher education system, which would facilitate the rapid adaptation to the current challenges of teachers and students with limited experience in e-learning [1]. The challenges of teachers face during online activities focus on the following aspects: optimal operation/use of facilities offered by the work applications, design/development of teaching materials and the assessment, motivating students for higher involvement and using optimal teaching methods [2]. The author of [3] identifies five basic principles for the improvement of the online teaching activities: real support provided by universities and professors to students, with feedback and guidance; efficient provision of information on communication platforms; compatibility and relevance between didactic design and the learning process; high quality involvement to facilitate the depth of the learning act; the existence of backup plans for solving possible unexpected problems in carrying out e-learning activities. The changes made within the education system and the avoidance of dropout also involve the implementation of a hybrid system, which ensures the connection between the classic and the online version, thus reducing the psychological impact for students and teachers [4]. The globalization phenomenon of education and academic mobility programs have been greatly reduced during this period, with the biggest problems being reported in third world countries, where limited resources and poor technical infrastructure generate delays in the process of implementing e-learning. Curricular changes, the transmission of content, the generation of new learning experiences and the development of critical thinking are the challenges of this time interval [5]. The problems signaled by the changes imposed by the pandemic in the field of teaching activities for teachers are complex: anxiety, reduction of direct contacts, change of traditional teaching methods, the need for physical activity and its problems indoors, high workload and stress generated by new working situations [6]. Other authors [7] highlight the problems specific to the academic environment in India, which are the barriers in the qualitative development of training in universities: low budget for the acquisition of high-performance IT technologies, poor training in computer skills, distraction from external factors/family, technical issues, teaching and evaluation problems, negative attitude and lack of motivation. Both teachers and students identify the advantages and disadvantages of planned online teaching activities [8]. The main positive aspect refers to the protection offered against the virus and the fact that it is the only viable alternative in this context, but the noticed disadvantages are multiple: poor communication, problematic IT equipment and lack of physical interactions. However, the authors believe that this challenge will optimize online education in the future, a statement reinforced by [9], in which the university environment can interpret the pandemic time as an opportunity for innovation and identification of new teaching methods in online distance learning. Problems in online teaching are reported in Ghana, where students lack the computer and technical skills to study at home, parents cannot help them access and use work platforms and internet access is limited, so the pandemic has affected the quality of training and the learning process, the training of students and teachers being necessary in order to use the platforms efficiently [10].