The Degree of Readiness to Total Distance Learning in the Face of COVID-19-Teachers’ View (Case of Azerbaijan, Georgia, Iraq, Nigeria, UK and Ukraine)

By distance learning we understand an educational situation in which a teacher and his/her students are not placed in one physical environment. Distance learning was first applied in the 19 century and has undergone a long way of technological improvement. It has become indispensable in the time of global pandemic. It is characterized by both advantages and challenges, and, correspondingly, in normal situations is used by adults for additional education or at any level /age in combination with traditional face-to-face education. The goal of this paper is to assess how ready we turned out to be to involuntary, caused by extreme situation of coronavirus, switching over to distance learning. The article presents results obtained from six countries – Azerbaijan, Georgia, Iraq, Nigeria, UK, and Ukraine as well as some views of educators from several other countries. Although the samples were not representative by number of the research populations, they tried to take into consideration the strata involved (school/university teachers, younger than 30, 31-50, older than 50), in order to be trustworthy. The conclusion made is that the trend is that we (at least, in many countries, or many of us) are still rather far from ready to carry out so often declared and advertised distance learning with optimal efficiency and much work is needed to be able to switch to high-quality distance education.


Introduction
By distance learning we understand an educational situation in which a teacher and his/her students are not placed in one physical environment. The concept of distance learning is more than 170 years old: shorthand courses were offered in Britain and educational materials sent to students by mail. The technological era for distance learning began with the spread of radio and television and eventually computers. In 1960 the University of Illinois created Intranet for its students who were able to use educational materials via it (Peterson's, n.d.).
In the Soviet Union there existed a sort of distance learning, called extramural higher education, which united distance learning during the semesters and short face-to-face classes during the examination sessions. The diploma obtained in this way IVDuR3Ch2Tyg-iEAAYASAAEgLzGPD_BwE;. https://www.masterstudies.com/universities/Russia/Russia-Online/. Not only quality of their teaching differs from school to school and from university to university, but so do the recognition of credits gained there and their diplomas. Institutionally accredited online institutions and accredited distance programs offered by traditional universities usually have curricula and educational materials corresponding to national standards, so their quality is more or less reliable (Colleges and Degrees, 2020).
The fact that distance / online / mobile / e-learning has a lot of advantages can already be viewed as a proved fact which does not need any extra proofs. It is also very popular among learners and young teachers. The topic has been discussed in dozens of researches (e.g., Dumford & Miller, 2018;Gossenheimer, Bem, Carneiro, & de Castro, 2017;.Naidu, 2019;Sadeghi, 2019;Santana de Oliveira, & Torres Penedo, & Pereira, 2018). Among the advantages named in these publications are that it: supports autonomy and self-learning; is flexible in time and place; is cheaper that traditional education; is time-saving (no commuting); enables to combine work and study; normally provides educational materials; engages students more (they seldom "miss" classes); is available for students with special needs.
However, there are certain challenges involved in distance learning, too: various distractions (due to lack of teacher control over the situation); lack of technical skills by teachers and, less so, by students; lack of social interaction between students; quality of both teaching and learning, which may be worse than in traditional education; need in taking measures to discipline and organize students; less personalized contact with teachers; less individual approach to students (if any); less culture-sensitive approach; few or no cooperatively done tasks; 9 | P a g e approach -sending tasks and materials by email or messenger, and it is up to the children to decide how much time to work on them. On the other hand, Anna believes that this approach is less effective because the class often needs control and organization from the outside.
Remote Online School 977 has been around for four years. During this time, Roshchyna realized that the biggest problem was not making a video or making a presentation. The hard part is convincing your child to learn in this format.
"The most important thing for remote education is motivation, control and organization of the process. Most colleagues will find that students do not want to do anything online. This time can be wasted instead of learning," Anna said.
To prevent the child from getting out of step of the educational process, Anna advises parents:  first of all, to understand that the ability to learn remotely is a useful tool for children in the future, as they will later be able to continue their education or work remotely for international companies;  to explain this to children -it is possible to agree with them that for the time being, they will work as they will in the future, and this will be useful experience for them;  to organize a timetable, because in asynchronous distance education, children will receive heaps of information and tasks that are difficult to organize. In this case, planning will help -for example, today the child will study mathematics for an hour, and after a break -English. It is not necessary to start studies at 9 a.m. -let the children do as they see fit.
"In fact, the program of the entire Ukrainian school can be completed in seven years; Therefore, you should not worry that during quarantine, the child will lose time -there is enough time, you just have to plan everything correctly," explains Anna.
Volodymyr Bakhrushyn, a specialist in education policy and an adviser to the Minister of Education and Science, said that remote learning was introduced in Ukraine 20 years ago. There are Regulations on remote learning, but since their adoption in 2013, the system has changed significantly. The document was created to regulate remote education as an individual approach rather than a form of education in all institutions.
"There is a provision in the Regulations that schools must gather a pedagogical council to adopt a remote format of work, some issues need to be coordinated with their parents," Bakhrushyn mentions as one of the shortcomings. "As things stand, it is impossible and dangerous to do so. But since the situation is unplanned, I think these norms can be circumvented through decrees by the Ministry of Education and Science." Bakhrushyn also notes that some of the clauses were described as a compromise between schools and universities, and as a result, the proposed in the Regulations methods do not suit anyone at all. In addition, the drafting of the Regulations did not take into account the existence of alternative education platforms, such as EdEra or Prometheus. Moreover, according to Bakhrushyn, no one thought that it would be necessary to use remote learning in extreme situations.
Both schools and universities have difficulty transitioning to remote education. Bakrushyn notes that not all universities have the Moodle remote education platform, and online education has been largely an infrequent initiative of individual teachers in schools. But there should not be any difficulties with the ZNO, the expert believes -everyone will be in the same conditions. It may be possible to change the threshold for some subjects, but this is still under discussion at the Ministry.
Currently, Bakhrushyn advises taking courses from EdEra or Prometheus. At the same time, the Ministry of Education and Science broadcasts televised lessons on the Ukrainian parliament TV channel and its own YouTube channel, which will focus on ZNO subjects -namely Biology, Ukrainian language and literature, and History of Ukraine.

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Vol. 5, Issue 2, 2020 10 | P a g e The courses used by the Ministry were developed by the Prometheus platform specifically to prepare for the ZNO even before the introduction of quarantine.
Prometheus co-founder Ivan Prymachenko says that remote education can be as good as traditional education -it all depends on the content. Instead, Ukrainian teachers are now in a situation where they are forced to implement a new for them methodology, without experience and training. Therefore, the team agreed to the proposal of the Ministry of Education and Science to provide its own courses for the parliament.
"We hope the quarantine will end soon, but so long as there is no coronavirus vaccine, it may come back. Maybe in the next two years, this situation with long quarantines will happen again, and we should be ready to learn in such a format," Prymachenko believes.
From the moment of quarantine announcement in Ukraine, the number of registrations for Prometheus courses has increased by 30%, for the ZNO preparation courses -even more. This is an unusual situation for quarantine -usually, students perceive it as extra vacations.
15% of those who register on Prometheus complete their studies. The average global figure is just 7%. Interestingly, Prometheus also has a course on how to create massive open online courses (MOOC).

Universities: Theory and Coordination
Alina Rudchenko teaches at the Faculty of Journalism at the Vasyl Stus Donetsk National University. This university was relocated from the non-government-controlled Donetsk, and for some time in 2014 the studies were only done remotely. The university uses the Moodle platform to work in such conditions.
Her faculty also makes use of Google Classroom, and students learn digital technology remotely even during the normal educational process. Teachers have devised a new daily plan, they report to the administration, and at the end of the quarantine, everyone should carry out modular examinations.
Rudchenko believes that the main problem with learning during quarantine is the irresponsible attitude to online learning and the inability to use certain tools. But quarantine does not mean that the evaluation system or the number of tasks will change, although the latter can be slightly adjusted. "Lectures and seminars are easy to do, the biggest problem is the practical classes," Rudchenko says. In order to somehow remedy the situation, she sends students videos of biological experiments: for example, a study of the behavior of rats -this topic should be studied by students. But it is impossible to learn how to stitch or dissect animals remotely. Rudchenko hopes that if quarantine lasts only for another three weeks, she will simply change her lesson plans, and all the practical work will be done by the students upon their return to university. But if remote learning is extended, she will have to look for another way out. There were no instructions from the university management -teachers act at their discretion. Therefore, a centralized Moodle system is not used for remote learning at the university, which has 25,000 students.
In contrast, the Ukrainian Catholic University in Lviv had no problems adapting to e-learning -its own content management system (CMS) has been in operation for the fourth year running. All students have their own pages in the system where they work with the training courses -previously these were only for certain disciplines, but now the whole educational process has moved there.
Alina Synytska, who runs the UCU's Center for Educational and Innovative Technologies, says that every training program is connected to the CMS. The Center has areas to work with students, with full-time teaching staff and invited lecturers. "Our strategy: the main point of access to training is the CMS," she explains. Preparation for quarantine at UCU began even before its introduction. The first step was to inform students how to protect themselves. The university has set up a working group to form a remote learning process and has conducted additional training for lecturers. The Center continues to advise teachers on remote learning and recommends reading their blog to find helpful tools and platforms.

Azerbaijan
The government of the Republic of Azerbaijan also took some proactive measures in order to prevent coronavirus  outbreak in educational institutions. Starting from March 2, all education-related activities were suspended all over the country by the decision of the operational headquarters under the Azerbaijani Cabinet of Ministers (2020). As a consequence, the novel coronavirus forced educational institutions to go online.
To handle the situation to some degree, the Ministry of Education has offered several types of distance education. On March 11, TV classes named "Lesson Time" were launched on state TV ("Medeniyyet" channel). The lessons mainly cover all classes and briefly explain lesson topics (Ministry of Education of Azerbaijan, 2020, March 11). Additionally, 1621 video lessons have been posted on video.edu.az portal of the Ministry of Education, which is made up of 3D animated videos and Khan Academy classes.
With the participation of local and overseas instructors, classes have been prepared based on the national curriculum. To support the TV lessons, on April 2, the Ministry of Education launched the "Virtual School" project, which aims to ensure the interactivity of distance education and to enlarge the opportunities of online teaching (Ministry of Education of Azerbaijan, 2020, March 31).
Concerning the higher education, online lessons started on April 1 with the free use of "Microsoft Teams" platform that has been created by the Ministry of Education of Azerbaijan to set the distance education process. The platform lets teachers provide distance teaching mainly via video connection. It also creates an opportunity to use interactive features, to set teacherlearner discussions, to upload and transfer various lesson materials (larger materials as well), to schedule online lessons with the help of calendar tool, to set group work and use assessment feature (Ministry of Education of Azerbaijan, 2020, April 1).

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Vol. 5, Issue 2, 2020 12 | P a g e Besides, some non-profit organizations in the country have also offered several educational resources on their website.
UNICEF Azerbaijan launched some initiatives on its website, Facebook, Instagram, and YouTube, which includes helpful suggestions and tips for parents who stay at home with children during COVID-19 quarantine (UNICEF Azerbaijan, 2020). Similarly, British Council Azerbaijan offered the best of its online resources and platforms for different types of learners to contribute to Azerbaijani education in this period (British Council Azerbaijan, 2020).
Theoretically, the concept of distance learning is not new in Azerbaijani education. Adopted in 2009, distance education was recognized as a form of education in the Law of the Republic of Azerbaijan. About Education (2009). It is defined as "a type of education where the teaching process is organized through electronic, telecommunications, software, and technical tools" (article 1.09). Yet, the mechanisms for its implementation in the country have not been developed sufficiently. For this reason, the introduction of distance education is not yet a priority in the educational process of the country (Aliyeva & Rzayeva, 2019). In their recent study, Karimova and Garibli (2019) listed some challenges regarding the distance education in Azerbaijan that need to be taken into account:  features, principles, and peculiarities of distance education need to be determined more clearly;  requirement for the content, forms, educational and methodological assistance of distance education have to be developed;  principles of managing the process of distance education need to be set out;  regulatory basis needs to be improved;  certification of educational institutes of distance learning must be provided;  the fact that not all disciplines can be taught and trained via distance education has to be taken into consideration.
Despite technological opportunities that were offered by the Azerbaijani government in order to provide distancelearning, its effectiveness has come into question. Needless to say that distance learning demands organization of the educational process and not to mention different teaching approaches compared to traditional methods. Karimova and Garibli (2019) state that teachers in Azerbaijan are not adequately qualified for online teaching, and even many of them still prefer traditional teaching methods. According to hafta.az (2020, April 9), educational institutions in Azerbaijan are not ready for online education during COVID-19 quarantine due to a lack of inadequate technological resources. On top of that, approximately 150000 teachers in Azerbaijan do not have the competence to manage these technical capabilities.
In order to use technologies and platforms that were offered in the novel coronavirus period, the Ministry of Education has prepared short video-instructions both for teachers and learners and posted them on the video lessons portal (video.edu.az) (Ministry of Education of Azerbaijan, 2020 April 1). Nevertheless, not it will take time not only for teachers to learn about new technologies, but also for teachers and students to be able to apply them practically effectively and with ease. Therefore, to ensure the mobility of the projects prepared in the novel coronavirus period in Azerbaijan, teachers' attitudes towards the introduction of distance-learning needs to be analyzed.

Pre-Pandemic Education
It goes without saying that Iraq has been a war-zone area for decades; this surely affects all aspects of life negatively, including education.

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Vol. 5, Issue 2, 2020 13 | P a g e The global organizations and associations have started supporting the Ministry of Higher Education and Academic Research and the Ministry of Education with programs and have made agreements on different levels in an attempt to fill the gap that war with its terrible consequences caused to learners, teaching staff, and the educational institutions as well.
As the world nowadays lives in the age of technology and information systems in all fields and sciences, a ministerial order (Numbered 1205 of April 5, 2015 )  Methods Class for the Third -Stage while posting some files as materials for the students. I could say it worked for me a little bit better than the traditional class in saving time only. Very few colleagues did so. In contrast, the majority of scientific colleges, if not all, have adopted Google Classroom in the classroom posting assignments and drills, so as to encourage students to use technology. To be noted, the staff at the colleges of humanity are a bit far away in making use of technology in the educational process, if compared with their peers in the scientific colleges; the staff and even students there are more aware of technology, computer software and online platforms. I guarantee that this is one of the reasons behind the remarkable way in adopting the classes after COVID-19 pandemic as far as the scientific colleges are concerned, leaving the colleges of humanity somehow in the back, although some staff are experts in technology and computers. Undoubtedly, their experience supported them after the pandemic started in adopting distance learning.
As for research, academics and experts have conducted studies focusing on virtual learning and its degree of application in Iraqi educational institutions (school and universities), comparing traditional and blended classes, i.e., adopting both traditional and virtual methods of learning. Hasan and Hmood (2009), staff members at the College of Engineering in Al-Mustansirya University, Baghdad, Iraq conducted a study comparing traditional and e-learning. The two authors suggested the necessary means and tools which can help to transfer the learning system from traditional learning to e-learning, coming up with teachers and students' views given in a questionnaire. Still, I do not fully agree with their conclusion that "education system in Iraq is ready to accept and deal with the e-learning technology" (p.487). In other studies, like Al-Qazzaz (2014), it is concluded that Iraq lacks the foundation to apply distance learning in educational settings. University, Iraq conducted another study where problems of applying the distance learning in Iraq is the core of their questionnaire-based study. Teachers and students were recruited and results showed problems facing teachers and students while doing distance learning as a new educational technique.

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Vol. 5, Issue 2, 2020 14 | P a g e Of the Technical Institute in the University of Kirkuk, Iraq, Othman and Kareem (2014), proposed a questionnaire-based study assessing the faculty members' skills in the light of the use of e-learning techniques in the educational process. The authors' results showed that "most of the faculty members lack the necessary skills to use these techniques and the unfamiliarity with the skills to use software. The research ended up with a recommendation which echoed "a proposal of e-learning program to activate the training project for faculty member[s]" (p.154).
A good movement towards holding workshops and training sessions on distance learning was clearly noticed in the majority of Iraqi universities (public and private), even years before coronavirus pandemic. To this point, I should refer to the fact that in spite of some programs initiated in cooperation with global organizations, distance learning was not fully adopted in all Iraqi schools (whether public or private in all cities. In rural areas not all schools can carry it out due to problems with electricity and the internet. I have come up with some indications about promoting e-learning in the Ministry of Education in Al-Qazzaz's study (2014, p.83-85) where some steps were taken by the ministry in distributing various educational packs including kits, materials, and means to support teachers and students. Still, it remains just blended learning in the Iraqi educational institutions.
In November 2019 there were protests in Baghdad which then covered other cities in the mid and south of Iraq. There were no courses or classes, as students refused to join all the educational institutions. This is another reason for promoting distance learning in Iraq, besides the coronavirus pandemic. Could it be justifiable and workable?

While-Pandemic Education
Iraq and education are currently in a bad situation. There was a gap in the annual calendar of the present academic year, meanwhile we found ourselves in the hoopla of coronavirus pandemic unprepared to face and keep up our educational missions.

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Vol. 5, Issue 2, 2020 15 | P a g e It was the end of the Spring Holiday (on Feb 7-16, 2020), when the Iraqi Mayors stated partial curfews and social distancing in cities. Yet, all students and staff members, teachers, and kids were not allowed to attend educational institutions. A full closure of educational institutions was announced by the government in Iraq on March 17, 2020. A place like Iraq -a place for war game -is surely unprepared to manage such a crisis.
Although this is the case, the Ministry of Higher Education and Academic Research played a role in controlling the situation in one way or another. seminars. The University Presidency is encouraging the students to join virtual classes. A schedule was distributed to both staff members and students in order not to let the students be in a mess. All the technological tools are suggested to be posted on the virtual class, whether videos, PowerPoint presentations, Word and PDF files, using Meet and Zoom platforms. This is an alternative to face-to-face interaction in the traditional physical classroom. Assignments were given to the students and graded upon fulfilment. No exams are held.
Two students who live in Baghdad were frank enough to speak to the media describing e-learning in Iraq after Corona Virus pandemic as "Corona Distress" (https://www.aljazeera.net/news/cultureandart/2020/3/25). One student at the College of Engineering argues that under the current situation, e-learning is unsuccessful and unworkable. He continues:  "I cannot get benefit from the scientific material via the internet as I cannot accept the idea of substituting the teacher with the computer machine. The majority of teachers post their lectures on the class [referring to Google Classroom] and they disappear. Many questions spring to mind yet I could not have an answer. I will not spill the beans, if I tell you that I feel hopeless about my academic future".
Another student, from the College of Pharmacy, also seems anti e-learning, focusing on a very pivotal point in teaching / learning process which is the face-to-face interaction between teacher and student, saying that  "Teacher-student face-to-face interaction is missing in e-learning and this affects negatively comprehending the scientific material on the part of the student".
From the student perspective, he named some other reasons of not accepting the idea of Google Classroom, such as:  " ...lacking the visual and sentimental interaction and the explanatory discussions in Google classroom leading to the absence of students' competition". 1 -Internet speed is not good in Iraq So٫ this is an obstacle to downloading files.
2 -There are many students who do not have internet mainly so this prevents them from obtaining files.
3 -E-learning is a new system for students and they have no experience dealing with it (They don't even know how to download files). There are many other reasons ... but these are the main reasons. Q1. Definitely not, there is a big difference between Google Classroom and the physical one because education in general is a process of interaction between the students and the teacher in the class. So, the students should react directly with the teacher not behind the screens. But now in this circumstance it is better than nothing.
Q2. Actually, it depends on giving the lecture as well as on the lecturer and his/her way of teaching. If the lecturer smart and knows very well how to give important information to the students. So, she/he will give all the required syllabus.
Q3. It is not bad, because I do not have a connection with the lecturer.
Q4: 20%. Just for homework not for presenting the whole lecture.
(Source: Social Media, APR 08, 2020, 9:42 PM) Student 5: Q 1. Definitely not useful, for several reasons:  Only PDF lectures, there are no explanatory videos from the teachers.
 The absence of a specific schedule of lectures, teachers choose inappropriate timing.
 Difficulty in communicating with teachers to answer inquiries and discussion with the exams will be a group fraud and useless at all. There will be also injustice to some students.
 Most importantly of all that I mentioned, I'm convinced that the matter is not serious, because we have not use this system before.
Q 2. No, not all fruitful.
Q 3. My performance in Google Classroom is a bit good, but not better than the physical Classroom.

The percentage is 10%
(Source: Social Media, APR 08, 2020, 5:20 PM) Student 6: Q1. They are good, but not in comparison with the usual way. Because of our ability as students to focus. And because of internet connection problems.
Q2. No, it is not specially in practical lessons such as design.
Q3. I tried very hard to study and to follow every assignment but the amount of information that I got is very low. So I have to say very weak.
Q4. 30% just for taking a look about our lesson nothing more.

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Vol. 5, Issue 2, 2020 18 | P a g e To sum up, distance learning, e-learning, or whatever it is called, is a controversial issue in Iraq, not because people' lives are at stake due to coronavirus pandemic and e-learning has no alternative at the moment. The issue is in need for further investigations as the trio economic -political -educational state of Iraq could be the main reason behind the inappropriateness of adopting e-learning, even if adopted due to natural circumstances.
Readers may kindly notice that the efforts of the University of Mosul Presidency are prominent in updating the academia and supporting both the students and the staff with scientific manoeuvres as much as possible, before and during the coronavirus pandemic. As an academic and a staff member in such a renowned university as the University of Mosul, I am appealing the globe to support education there whether electronically or not!

UK
Although (or, maybe, because) UK government introduced strict measures of protection against the coronavirus when the pandemic was full ahead, without any official demand, some school were preparing to go online: selecting resources, training teachers and students to use the technology (Busby, 2020), which gave them a certain advantage when they had to go online. It was parents who heeded calls not to send children to schools (BBC, 23.03.2020) which eventually pushed the government to make a corresponding decision. Many universities, even the medical faculties where onsite classes are so important, also made the decision to end in-person lectures autonomously (The Guardian, 2020, March 12), without waiting for the government to tell them do so. This is what is called bottom-up management and democracy in education.
In the UK, the COVID-19 crisis has seen many education experts scrambling to 'keep safe' after being warned and following the official lockdown on all public gathering, education inclusive. Department for Education (2020.07.04) released a rule that affects all aspects of education from cradle to higher education institutions to obey the lockdown and only open their doors to children of critical workers and vulnerable learners. The strategy that is widely accepted is to maximize the use of distance learning to continue to deliver education to learners. Many education providers have had some form of use of the distance learning especially through online learning to administer learning but now are faced with the dire responsibility to brace up with the challenge of using online learning software applications or systems.
Concerning the previous experience of formal distance learning, it is necessary to note that the UK has a half-century long and extensive experience of distance learning. The Open University UK is the only university in the UK dedicated to distance learning which has structured strategies to meet the needs of learners online (The Open Univerity UK , n.d). Since its establishment in 1969, the university has proven to educate people using exceptional means and methods. It is a university open to people, places, methods and ideas (Crowther, 1969). The UK through the Open University over five decades experienced much more advancement as it was run at low cost, without devaluing the quality of education as proven in its educational materials and administered its content using different communication technologies.
One of such great education databases is the website futurelearn.com. It is with this impact and inspiration that many other universities and schools began to offer courses online either as part time, full time or through other distant learning strategies. This means that learners do not actually have to be in a class at the designated time, studying, but can be in the comfort of their homes, at work or in a recreational area with spare time, reading or studying at their own pace, and with the advantage of contacting tutors and still be assessed and get certified in the programs they have applied to.
However, distance learning is not as well appreciated politically compared to onsite learning in the UK. Online teaching experts and administrators have experienced being treated as second-class educators until the COVID-19 crisis, which has made the whole system turn to distance learning as a rescue (Weller, 2020 among others, are doubling their efforts in reeling out courses that teachers and school administrators can take to prepare them for the next terms or semester in online teaching. Pearson, for example, is giving universities free access to their core educational resources and English language online resources as well, one of the BBC's core aim during the Covid-19 crisis is to "help people especially in the UK by providing advice education and support through their live programmes on TV and Radio, the British council opens all the materials the LearnEnglish website to all people not just in the UK but all over the world to have access to for self-study and for free and ETF is offering webinars for the build-up of education practitioners and their learners in online learning for free (Pearson, n.d;British Council, n.d;Education and Trainng Foundation, 2020).
With that said, speculators and spectators monitoring events are also trying to see what is in order and what seems to be falling out of place. David (2020) is of the opinion that many teachers are not as keen to be updated on the technical software or online social skills to be able to use the strategy in mitigating the effect of the crisis on the education of students. While online programmes are great for upskilling teachers, they also pose a burden for many of them (especially the older generation) who have mastered teaching on site and are equipped with teaching tools and basic modern technology and software. Having to relearn or even unlearn skills for teaching seems to be a herculean task. On top of this, Hall (2020) reflects that this is time of instability and most teachers are busy looking out for their families and friends and will not want to be bothered by preparing materials for consumption online or setting up webcams to meet with students.
From a safeguarding point of view, Hall (2020) stresses that it may be a bit too far for teachers to embark on live streaming classes reasons being that it has many complications. Some of these complications could be that many issues may be taken for granted which could be a cause for concern like immodest dressing of either teacher or students being taught, the seclusion of students in their bedroom rather than open air where they can be monitored by parents, no documentation of live classes so activities can't be monitored, and immodest use of languages either from teacher or students, lack of technical facilities or broadband for homes who are not well to do among other concerns. Whatever the support and the preliminary preparation, the process of going online has been connected with lots of challenges for students, parents, and teachers. According to The Guardian (2020, March 26) "the sites are crashing and lecturers are struggling to turn face-to-face interactions into online discussions". "We don't all log on at the same time as some don't have stable enough internet connection for live chats. Everything is slower." A lot of technical issues like how to hold tests and exams have to be solved, and there are pedagogical and psychological issues to deal with. And, before somebody else helps them, teachers and students try to support each other and develop tips, such as:  Create as study area and keep it tidy.
 Reach out for help.
 Manage your time.
 Plan your day.
 Be clear when messaging your colleagues.
And the results are good: "It seems hiding behind the screen brings out confidence in our generation" (ibid).

Nigeria
Nigeria has been involved with distance learning for quite a while. Distance learning used to be a fashionable concept of getting further education as early as the 1930s, as students at that time took courses from British Universities which were delivered by post and further down the line, school leavers received education via correspondence in preparation towards the General  (Lawal, 2020; National Universities Commission, n.d). The National Open University of Nigeria claims to be the perfect university which runs full-fledged distant learning programmes, administration with strategies combining face-to-face, learner-centred, technology-supported and interactive modes of study and boast of 78 Study Centres located in different parts of the country with more than 500,000 students in demography (National Open University of Nigeria (NOUN), n.d; Ikenwa, 1999).
Whilst Nigeria is stepping up in the business of distance learning in education, there are a few factors that prove difficult for the students to get the best of the available education which are lack of accessible updated technology and equipment, unstable electrical power supply, limited access to the internet due to high charges by providers, and student financial challenges, and lower regard of online certification in pari passu with the conventional learning (i.e. face-to-face) mode.
With the COVID-19 Lockdown, all universities, colleges and school-administration including NOUN is on a standstill.
Every educational institution has followed the directive of the Federal Government of Nigeria and Federal Ministry of Education and so all workers including those working in the education sector have ceased work operations, however, NOUN still encourages all her students to make use of the online facilitation sessions provided in the form of video conferencing, discussion forums and chat sessions with other students for each course. These platforms are only available for teachers and students (Economic Confidential, 2020; National Open University of Nigeria (NOUN), n.d; Federal Ministry of Education of Nigeria, 2020).
With much ado for mitigating this crisis, Reimers & Schleicher (Bodreau, 2020) gave a 25 point checklist for education providers to respond to the COVID-19 crisis, but the critical questions that are to be asked are: is the education systems of Nigeria prepared to meet up with this strategy? Do we have schools, colleges and universities that already have a system in place where such ideas can just become automated? Are education administrations or administrators skilled enough or become internet savvy to be able to map out the strategy for teachers to follow and finally at the bottom of the funnel, are teachers motivated or trained to take up online teaching?
In an interview, Prof. Jegede, the first Vice-Chancellor of NOUN, explained that many states in Nigeria such as Lagos, Ogun, Oyo, Borno, and Kaduna have found online learning as a major solution to the COVID-19 pandemic. Online learning or elearning or open distance and electronic learning (ODeL) will become normalized as the medium of education in the country as a result, though Nigeria still has a lot to grapple with when it comes to distance learning education. Nevertheless, there are great prospects for the country as there are other ways to tackle the problems like the use of solar energy and enabling students to access their learning through their mobile phones (Lawal, 2020).
The Commonwealth of Learning (COL), an inter-governmental organisation has opened a great opportunity for member states (including Nigeria) to benefit from its wealth of online educational resources as well as a list of other links which could be accessed mostly free of charge by students, parents, policymakers, schools and further education institutions likewise (CommonWealth of Learning, 2020). Also, there are a couple of organizations that are stepping in to the rescue of education, especially during COVID-19 pandemic, which are Education in Emergency Working Group (EIEWG), UNICEF, Save the Children amongst others. For example, the EIEWG in Nigeria is closely working with the Humanitarian Country Team, the Federal Ministry of Education of Nigeria and the Global Education Cluster (GEC). Their objective is to curtail the effect of the COVID-19 crisis in the North-Eastern Part of Nigeria mostly seen as the most vulnerable area by preventing the spread, and transmission of the virus among learners, parents and teachers; reduce the impact of learning standstill and improve the wellbeing of learners, teachers, parents and SBMC using alternative methods; and finally, to ensure inclusion and safe return of learners, teachers and SBMC through awareness on the COVID-19 and how it could be transmitted, updates on the situation of the virus and impact in the country and the world, continual education through, homeschooling, distance education through all means available including the radio and adequate funding for teachers and local schools who will be displaced in the course of the crisis (Education In Emergency Working Group (EIEWG), 2020).
Will the education system, universities and school administration be able to cope with the whole concept of distance learning should the lockdown continue as a result of COVID-19? That answer can only be given when the respectable authorities give distance learning the priority it deserves.

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Research goal
The goal of this research is by no means to criticize any educational institution or system of education (country), it is just to find out how prepared we happened to be for the need of prolonged total digital education and whether teachers really are at least 'digital immigrants' and students -'digital citizens'. We believe that the obtained results should be first of all useful for educational policy makers in order to improve the availability / quality of distance learning and in case of repeated need of switching over to totally distance learning like in spring 2020, so that educators meet the challenge better prepared than now.

Research participants and ways of reaching them
Research population is all school and university teachers of the countries under study. To hold a representative study is probably only in the power of Ministry of Education, Science, Culture and Sport of Georgia or whatever the name is in other countries (and even they may nowadays be unable to do so unless teachers respond, as nobody can oblige them respond). The Georgian Ministry (https://forms.office.com/Pages/ResponsePage.aspx?id=POnSYT1CtEOPIxWAwjQZUh5jg-i1E-JCjQOSNmsaln1UREZJQk45RTJUSDY3TDkyRjNJQ1I3SFQxSS4u&fbclid=IwAR2cWlle_UQm8TqhvGUIhZ7Km3dPbJHvLnNur99kyjB 7FI5pKCJeeav0yXo), for instance, offered a questionnaire to school teachers which only asked whether they wish / can deliver eteaching, to find out the minimum information urgently needed (whether schools could provide it), as result Teleskola (TV-school) was introduced Ministry of Education, Science, Culture and Sport of Georgia, March 24, 2020). We believe that such research was needed for solving practical purposes, but is insufficient for further development of education system. So we hope that our research will provide some more useful information.
Our research was anonymous and confidential and thus will in no way harm any respondent. All participants were voluntary. In the existing conditions, naturally, they were addressed online, via researchers' e-mail, social network, and some professional groups on social networks. Of course, online research has its limitations (Wishard & Tomas, 2015;Zimmerman, Bos, Olson & Olson, 2009), such as lack of knowledge whether the respondent is really the one s/he claims to be, but more traditional ways of addressing the target audience were not available in the situation.
In electronically done research it is difficult to speak about participants' selection, as the questionnaire is offered and those who volunteer to participate do so. Initially, the questionnaire was placed on the Research Gate (https://www.researchgate.net/publication/340273381_How_viral_distance_learning_is) and Academia (https://www.academia.edu/42354076/How_viral_distance_learning_is), as well as the authors' social networks. Unfortunately, although much effort had been made, participants were not too numerous, so we had to address our real-life and social network friends to help us have more respondents. At least, we did our best to represent various strata (school / university and three age groups), to hear the voices of all these groups and in this way to make the survey results relatively generalizable. We did not, however, include the strata of urban/rural schools as an item in the questionnaire, as we expected that teachers from few rural schools would take part in it due to technical reasons (internet availability). Also, asking questions about working in private/public educational institutions and regions of the country would complicate the calculations, however, in the future it is desirable to deal with these groups as well. Some teachers themselves, without being asked mentioned that they were from private/public institutions, village or particular town, so it is possible to judge about the variety of the respondents.
Tables 1 and 2 provide the information about the respondents. Respondents from other than Azerbaijan, Georgia, Iraq, Nigeria and the UK, and Ukraine countries were few, so we included their responses just to represent the worldwide mosaic, but their results are far from generalizable. The number of teachers from other countries is obviously not enough for any statistical treatment, even simple one, but their responses are somehow useful to compare them with other answers and to have an idea of a general picture.

Research method
We tried to obtain objective (however, due to the circumstances, non-generalizable) results, so teachers' observations (inductive reasoning) over the ongoing processes were applied. To find them out, quantitative (non-experimental) method was used, and a closed-ended questionnaire was developed for the purpose.

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Research tool
A questionnaire including, besides demographic information, eight items dealing with teachers' views on teachers' readiness for distance learning was made up. Teachers' and -in their view -students' readiness was assessed from technical, pedagogical and (for teachers) psychological viewpoints. To make it up, we analyzed Markle, 2016;Rafferty, Jimmieson, & Armenakis, 2013;Trapitsin, Granichin, Granichina and Zharova, 2018) studies.
The items in the questionnaire were piloted and standardized with 10 colleagues -school and university teachers who were not part of the research. They have be assessed in a 6-point Likert scale, according to the recommendation that the neutral answer (neither/nor) should not be placed in the central position (Rinker, 2014). Then the obtained data that include the mean, mode(s) and standard deviation were summed up, presented and analyzed in section 3.3.3.

Research procedure and ethics
Applying digital online questionnaire would have, of course, make the procedure of filling in absolutely anonymous, simpler and faster. However, in that case filters for three parameters (country, school/university, and age group) would not work and analysis according to strata would be impossible. This is why the questionnaire was placed on social media and sent to some potential respondents by messenger and/or e-mail). To fill it in, the respondents needed to download the file, mark the relevant for them answers, and send it back to the researchers. For the readers of this article, of course, their participation is anonymous, while in the researchers' file their questionnaires were coded as country. school. below30, country. school.1-50, country. school. above 50 and country. univ. below30, country.univ.1-50, country. univ.above 50, which made them confidential. All participants were, of course, volunteer. A note in the beginning of the questionnaire explained to them the goal of the research and the confidentiality of information.

Research results
Research results are presented in tables 3 and 4. The central measures (mean and mode) were applied, however, we believed that median is a useless in calculations dealing with a 6-point scale and a great variety of opinions, as in all cases it would be 2.5 or 3. And we can rely on a good/desirable result if both the mean and the mode are good.
The items with an asterisk (*) are the ones with negative items, for them a "good" mean result is equal or less than 3 and the good modes (most often given answers) are 1 or 2. The other items are positive, for them the good result is equal or above 4 and the good modes are 4, 5 or 6. Standard deviation higher than 1 reflects heterogeneous opinions within the group. This concerns the next table results, too.
We can see that the Georgian school teachers in the research view their colleagues' technical skills as moderately good (item 2: mode and mean equal 4 -"more or less agree"). Interestingly, they assess teachers' technical skills (mean=4.00, mode=4) higher than students' ones (mean=3.80, mode=4). Assessments of other items are not positive, rather hesitant (mean between 3.5 and 3.9). The introduction of distance learning was tolerably stressful for them (item 4: mean=2.99 and mode=2 -they "disagree" with its stressfulness. The university teachers did not give any positive answers, while the introduction of distance learning, like for the school teachers, was tolerably stressful for them (item 4: mean=2.98 and mode=2 -they "disagree" with its stressfulness). Interestingly, they assess teachers' technical skills (mean=3.42) lower than students' ones (mean=3.53) or vice versa, compared to the school teachers, but both of them below the desirable level. Standard deviations are high for all items except for the university teachers' assessment of the last item -that they doubt the success of introduction of distance learning. Both the school (mean=3.90) and the university teachers (mean=3.82) express doubts whether the introduction of distance learning in Georgia was successful.
The Iraqi teachers (both school and university) quite negatively assess the readiness for distance learning in their country, more negatively than the respondents from the rest of the countries. However, the Iraqi university teachers and in the majority of items the school teachers are not unanimous in their views (only in items 2 and 6, they are relatively unanimous). They more or less agree that not all their teachers (4.35) or students (4.59) have quality internet. They disagree that their teachers (1.82) or students (1.94) have the necessary technical skills to carry out distance learning. As for the Iraqi university teachers, they more or less agree that not all their teachers (4.07) or students (4.15) have quality internet. Concerning the degree of stressfulness both the school (3.29) and university teachers (3.11) are not sure whether it was stressful. While they hesitate about students' (3.22) technical skills needed for distance learning, they assess teachers' technical skills as low (2.59). Both the school (2.65) and university teachers (2.74) disagree that the introduction of distance learning in Iraq was successful.
The opinions of the Azerbaijani school teachers on all items are heterogeneous (st. dev.>1), while those of the university teachers are relatively unanimous (in items 1, 3, and 8 the standard deviation is below 1). None of them assess the ongoing processes too positively (the positive items' means are below 4 and the negative items -above 3. Azeri teachers, both the school (3.85) and the university teachers (3.07) hesitate whether the transition to distance learning was stressful for them, however, the school teachers are more inclined to think so. Surprisingly, more university teachers (4.27) think that their students do not have decent internet for studies, while the school teachers (3.60) hesitate on the issue. The Azerbaijani school teachers (3.10) hesitate whether their schoolchildren have the technical skills relevant for distance learning, while the university teachers (4.13) more or less believe that they have them.
The views of the Ukrainian school teachers are often unanimous (on items 1, 3, 4, and 7 the standard deviation is below 1). The majority of the Ukrainian school teachers were rather sincerely enthusiastic (mean =4.50 -agree, mode=6 -completely agree) about the introduction of compulsory distance teaching. Probably, the degree of preliminary practical experience played its role in this attitude. However, it was more stressful for them (mean=4.25) than for the teachers from the rest of the countries in the study. And they express certain doubts (mean=3.50) concerning the quality of the internet their students have. However, they believe (mean=4.25 -agree, mode=5) that their students were enthusiastic about the introduction of distance learning (probably, as in publications' review is mentioned, they perceived it as additional vacations). Both the school (mean=4.00, mode=4) and the university teachers (mean=4.43, mode=6) admit that their internet facilities are not good enough. Compared to the school teachers (mean=4.50, mode=6), the university teachers (mean=3.14, mode=2) had certain doubts concerning the enthusiasm of distance learning introduction. The university teachers also agree that they were stressed by the introduction of distance learning (mean=4.57, mode=5), and they have even stronger doubts (mean=3.14, mode=2) than the school teachers

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Vol. 5, Issue 2, 2020 27 | P a g e (mean=3.5, mode=4) that the introduction of distance learning has been successful. The Ukrainian university teachers are not unanimous in their answers at all (standard deviations for all items are above 1).
Not surprisingly for the UK as the most developed country in this study, the majority of the school teachers disagree that their colleague do not have a high enough quality of the internet (mean=2.86, mode=2), while the university teachers have a hesitant attitude on the issue (mean=3.00, mode=2) . However, the school teachers' opinion of their colleagues' technical skills is only approaching positive (mean=3.86, mode=4), while the university teachers one is hesitant (mean=3.67, mode=4; they are quite unanimous is hesitation -st.dev.=058). Therefore, it is natural that the school teachers were not too enthusiastic about the total introduction of distance learning (mean=3.14, mode=3), while the university teachers were not enthusiastic at all (mean=1.67, mode=1). The school teacher stress level is lower than in all involved in the research countries, but it exists (mean=2.43, mode=3), while the university teachers hesitate about having stress (mean=3.0, mode=2). Surprisingly, the school teachers hesitate whether all their students have the necessary quality of the internet (mean=3.71, mode=5), while the university teachers unanimously agree they have (mean=5.00, mean=5). More than that, the school teachers' assessment of their students' technical skills is low, the lowest of all countries (mean=2.42, mode=2), while the university teachers hesitate about their students' technical skills (mean=3.67, mode=4). Either the school teachers from the UK are the strictest among the respondents or they expect some higher-level technical skills from students than teachers from the other countries. However, the school teachers positively enough assess the introduction of total distance learning in the country (mean=4.29, but the mode is 3), while the university teachers quite unanimously assess the process positively (mean-4.67, mode=, st.dev.=0.58). While the UK school teachers disagreed a lot with one another's opinions a lot (all standard deviations are above1), the university teachers were relatively unanimous.
The Nigerian school teachers state that not all teachers (mean=4.24, mode=5) and students (mean=4.66, mode=6) have high quality internet. The university teachers also think so (teachers: mean=4.25, mode=4; students: mean=5.25, mode=6). The school teachers rather agree that introduction of distance learning was stressful for them (mean=4.02, mode=5), while the university teachers doubt it was stressful (mean=3.38, mode=5). Both the school (mean=2.24, mode=2) and the university (mean=2.13, mode=3) teachers do not believe that distance learning has been successfully introduced in their country. While the school teachers' answers are heterogeneous (st.dev. is more than 1), the university teachers' views are relatively homogeneous (st.dev. of some items is below 1).  The opinions of the Georgian teachers on readiness to sudden total distance learning do not much depend, as it is generally expected, on their age. On the quality of the internet that teaches possess the teachers older than 50 are especially technical skills, the teachers aged till 50 believe that they are low, while the teachers older than 50 hesitate in their opinion. The teachers of all ages quite unanimously (especially the older teachers believe that the implementation of distance learning was not successful (the younger teachers -mean=2.90, mode=1; the teachrs aged between 30 and 50 -mean=2.67, mode=3; those older than 50 -mean=1.72, mode=1). Therefore, there is a weak trend of the teachers aged older than 50 to assess the situation more negatively.
Among the Azerbaijani teachers, the young teachers are especially critical concerning the quality of teachers' internet facilities (mean=4.20, compared to 3.69 and 3.45, respectively, of older teachers). Unexpectedly, for the young teachers the introduction of distance learning turned out to be more stressful than for the teachers older than 30, probably, due to lack of experience (mean=4.00, compared correspondingly to 3.31 and 3.45), which reveals that age (the younger, the better the attitude) does not have the normally expected impact. The teachers younger than 30 (mean=4.10) and aged between 30 and 50 (mean=4.23) believe that the quality of students' internet is not good enough, compared to the teachers older than 50 (mean=3.45), which may be explained by their higher requirements to the internet. Students' technical skills are also assessed higher by the teachers older than 50 (mean=4.09, mode=3), than, consecutively, by the young teachers (mean=2.90) and the teachers aged between 30 and 50 (mean=3.62). This may be explained the same way. Interestingly, the teachers younger than 30 (mean=2.40, mode=2) and those aged between 30 and 50 (mean=2.46, mode=5) assess student enthusiasm negatively, and much lower than teachers aged above 50 (mean=4.09, mode=3). The young teachers' view on success of distance learning introduction in Azerbaijan is negative (mean=2.90, mode=4), while the teachers aged between 30 and 50 (mean=3.31, mode=4) and older than 50 (mean=3.18, mode=3) doubt about its success. On the whole, unexpectedly, the young teachers assess the readiness for distance learning on a lower level than their older colleagues.
On 4 items the Ukrainian young teachers are rather unanimous in their opinion (st.dev. is less than 1). There are three items where the teachers older than 50 agree with each other more or less unanimously (st.dev. is below 1), while the teachers aged between 30 and 50 have quite heterogeneous opinions. While the young teachers (mean=3.33, mode=4) hesitate concerning their colleagues' internet quality, the teachers aged between 30 and 50 (mean=4.14; mode1=4 and mode=6) and older than 50 (mean=4.4.83, mode1=5 and mode2=6) do not think it is of high quality. Concerning teachers' technical skills, the young teachers believe they are of high quality (mean=4.17, mode=5), the teachers aged between 30 and 50 think it is not so (mean=2.43, mode=2), and the teachers older than 50 hesitate (mean=3.17, mode=3). While the younger teachers (mean=4.00, mode=5) and the teachers older than 50 (mean=4.00, mode=4) believe that teachers were quite enthusiastic concerning the introduction of distance learning, the teachers aged between 30 and 50 hesitate about it (mean=3.29, mode=2). The teachers of all ages admitted they were stressed, however, the older they are, the higher stress (consecutively, mean1=4.00, mode1=4; mean2=4.43, mode2=5; mean3=5.00, mode3=3) they admitted. The quality of students' internet is also assessed in a contradictory way: the younger teachers (mean=2.17, mode=2) and the teachers older than 50 (mean=2.67, mode-3) think it is low, while the teachers aged between 30 and 50 hesitate (mean=4.29, mode=6). As for the respondents from the other countries, they cannot be statistically treated, but they reveal similar trends.

Concerning teachers' internet quality, the
On the whole it should be mentioned that both according to countries and age groups there are certain differences in assessment of the readiness to distance learning, however, there is no clear-cut age dependence on the views.

Discussion
Depending on the country and a particular school / university, different degrees of readiness may be found. Besides, personal and cultural peculiarities of the respondents matter in defining the balance of positive/negative assessment of distance learning, which puts their objectivity under certain doubt.
There are quite few publications in the years preceding the COVID-19 pandemic dedicated to simply measuring / defining the readiness level, the majority of publications compare the degree of readiness between various majors or male and female students (Keskin & Yurdugül, 2020) or study the impact of readiness on academic achievement (Aldhafeeri & Khan, 2016). As for the period of the spread of global pandemic, there are practically no researches yet, and we realize that our research is sort of 'raw', but we hope it is needed.
Caliskan, Tugun, and Uzunboylu (2017) studied university students' readiness for e-learning in North Cyprus and found it positive. By 'readiness' they meant computer and internet self-efficacy, online communication and self-learning skills, as well as e-learning motivation. Unfortunately, the article does not reveal whether the participant students were learning completely online or only did part of their studies through internet. Gay (2016) conducted a study at the Caribbean university (Puerto Rico) with four campuses, one of which offers courses in an online environment. 208 online instructors from across 17 Caribbean countries filled in questionnaires dealing with their

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Vol. 5, Issue 2, 2020 32 | P a g e technical, lifestyle and pedagogical readiness. The study revealed that, while 90.6% were technologically ready, only 72.6 % were ready pedagogically and from the lifestyle viewpoint.
Ngampornchai and Adams (2016) study was held in Thailand. The survey explored students' readiness in terms of selfregulation, computing devices ownership, and level of familiarity with education-related technologies. The responses implied that students had a slightly positive perception of e-learning.
Compared to the existing studies, this research revealed a lower degree of readiness to study online. This difference can be ascribed to two major causes: 1) in the cited studies going online was voluntary; 2) in the cited studies (except Gay, 2016) going online was only partial and the model of education was mixed -onsite and online, which, undoubtedly, is effective and desirable.

Limitations
The limitations of the research deal with the number of participants, which need to be much higher. But, in order to timely start better teacher and student preparation for distance education, to make the reaction to evolving situations faster and more effective, we believed that such a blitz research is useful, at least thought-provoking. As the questionnaire is provided in the article, the research is replicable, so the authors will be glad if it is continued on a larger scale.

Conclusions
As the existing publications reveal, the shifting to e-learning in the described countries followed more or less the same pattern: some e-learning materials and experience existed beforehand, however, often insufficient. It occurred more or less suddenly, which caused certain delays in providing requirements, recommendations and conditions, however, on the whole international organizations, IT companies, and Ministries of Education contributed a lot. But, of course, the legislation and university regulations have to be developed to enable making completely switching to e-learning legal (at least, in certain conditions) and organized.
More e-learning materials need to be developed in languages other than English, especially in languages of ethnic minorities.
Teacher e-skills (both technical and pedagogical) have to be improved and diversified. They need to be more efficiently motivated to use e-teaching. Student autonomy has to be developed.
The results of the research have shown (many teachers expressed this opinion in in the comments to the questionnaire) that, even if we are not well enough prepared for distance learning, it is inevitable (hopefully, as a temporary alternative to faceto-face education), and that it can be done by all teachers. Many teachers had to learn it in extreme conditions, however, everybody mastered it, although the quality of the provided by them teaching was not always relevant.
Among the countries, the highest level of readiness was revealed by the UK teachers. The university teachers answered they were to a certain degree more prepared for the shift. As for the teachers' age, higher readiness / assessment by younger teachers was not discovered.
And in the future we need to think about further developing teachers' technical and pedagogical skills of e-teaching, in order to increase the quality of education, use up-to-date teaching methods and be ready for unexpected situations when we may need to move to it totally.

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Contributors
The following pieces of the article have been provided by the mentioned authors: Georgia (Natela Doghonadze), Ukraine (Ludmila Knodel), The UK and Nigeria (Adebayo Samuel Adedoyin), Iraq (Huda Halawachy) and Azerbaijan (Aydin Aliyev)

Appendix: questionnaire
Dear colleagues, The goal of this research is by no means to criticize any educational institution or system of education (country), it is just to find out how prepared we happened to be for the need of prolonged total digital education and whether teachers really are at least digital immigrants and students -digital citizens. I believe that the obtained results should be first of all useful for educational policy makers.
The research is anonymous confidential and thus will in no way harm any respondent.
The expected participants are: school and university teachers.
Please answer a few demographic data questions: Country you live (work) in -Are you a) school teacher b) university teacher What is your age? a) below 30 b) 31-50 c) above 50 Please send your responses to my e-mail or messenger. I wanted to use some digital online questionnaire, but I couldn't find out how the responses from different countries as well as from schools / universities could be filtered. I realize it will be huge work if many people react, but I hope I will be able to cope with it. I want to publish results in a month, so, volunteer respondents, please hurry.
I welcome co-authorship of this research from different countries (please write to me). I want to publish results in a month, so, volunteer co-authors (who will help with data collection) please hurry.
Prof., Dr. Natela Doghonadze Please assess out of 6 points how much you agree with the statements below (1-completely disagree, 2-disagree, 3 -do not have a certain opinion / have much doubt, 4 -more or less agree , 5 -agree, 6 -completely agree. 3) The majority of teachers were sincerely enthusiastic about the introduction of compulsory distance teaching for an indefinite (probably quite long) time.

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