With the current COVID19 pandemic, online education is not only becoming necessary but also increasingly popular. This means there is a need to also have some kind of a guideline for online education. According to Moore (1989), in relation to distance or online education, as a minimum, educators need to agree on the distinctions between three types of interaction: learner-content interaction, learner-instructor interaction and learner-learner interaction This article poses an analysis of the said components of interaction related to online teaching and learning. The paper also examines ethics and its importance in relation to Islam. It further states the Islamic perspectives of online teaching ethics, which will function as a theoretical model of Islamic online teaching. The model is explained by describing and illustrating relevant Islamic teachings and principles derived from the Quran and Hadith. Some discussion has been made regarding why Muslim educators should implement the code of ethics specifically in online education. Keywords: Learner – content interaction, learner – instructor interaction, learner –learner interaction, teaching and learning, online Islamic ethics.

The need for technologically inclined teachers has emerged as society has become more and more digitized, emphasizing the need for new methods when it comes to incorporating technology into education. Teacher educators have a dual obligation in this regard; they should not only be able to use technology for their own teaching but should also contribute to the growth of the technical digital competence of teachers. The primary goal of this study is to investigate the nature of cognitions of Malaysian teachers regarding (using) digital technology (DT) in English as a Second Language (ESL) literacy instruction. The research employs an exploratory case study approach, focusing on three teachers in Malaysia in a rural setting. The teachers were observed and interviewed, and the findings indicate that while these educators believe in DT's ability to enhance teaching, they are skeptical about the adoption of the use of technology. The results suggest that teaching experience generates knowledge of teaching strategies and shapes the teaching practices of teachers.

Efforts to curb the spread of the Covid-19 virus have been carried out on a large scale around the world, and among the measures that have been taken is to change the mode of learning among students in universities to online learning. Although various online learning platforms have been made available for student use, the level of mastery of students as well as the challenges they face to maximize the use of technology while studying from home is still understudied. This study will add to the previous research by focusing on the aspects of English language online learning processes experienced by Universiti Sains Islam Malaysia (USIM) students during the Movement Control Order period. This study collected qualitative data through open-ended questions which were distributed online, involving 29 first-year students from the Bachelor of English with Commerce (BELCOM). The data revealed two (2) categories of challenges – external and internal. Internet connection and environment are for external while understanding and communication are for internal. In relation to each of the challenges, the respondents also shared their coping mechanisms which are two-pronged. Some respondents just accepted those hurdles while many of them took charge and took action in solving the problems. These coping mechanisms could be used as guides for other learners facing difficulties in learning online at home.