Online education has been adopted widely to address the educational chaos created by the Covid-19 pandemic. Reports on its constraints and challenges appear daily in the global media. However, accounts of teachers’ and students’ experiences of this abrupt shift in pedagogical modality are conspicuously absent in the available literature. This article reports the findings of a study that explored teachers’ and students’ experiences of online education during the pandemic in the context of higher education in Bangladesh and Nepal. The online survey with 147 students and 76 teachers and interviews with a sub-sample of 17 participants indicate that they adapt the action potentials of the digital artifacts to local contexts and use them in the best possible ways to facilitate their communication and enhance student learning in difficult circumstances. The major challenges and constraints they experience in transitioning to online education include poor network, lack of digital skills, lack of technological support from institutions among others. The study findings indicate some pressing policy, pedagogical and research implications, which are discussed in the final section.

在线教育已被广泛采用，以解决 Covid-19 大流行造成的教育混乱。全球媒体每天都有关于其限制和挑战的报道。然而，现有文献中明显缺乏对教师和学生对这种教学方式突然转变的经历的描述。本文报告了一项研究的结果，该研究探讨了孟加拉国和尼泊尔高等教育大流行期间教师和学生在线教育的经历。对 147 名学生和 76 名教师进行的在线调查以及对 17 名参与者的子样本的采访表明，他们将数字工件的动作电位适应当地环境，并以最佳方式使用它们来促进他们的交流并加强学生在当地的学习。困难的情况。他们在过渡到在线教育过程中遇到的主要挑战和限制包括网络薄弱、缺乏数字技能、缺乏机构的技术支持等。研究结果表明了一些紧迫的政策、教学和研究意义，这些将在最后一节中讨论。