The Influence of COVID-19 on Course Delivery. On March 11, 2019, the World Health Organization (WHO) declared COVID-19 as a global pandemic, which has a disruptive impact on all spheres of people’s lives, including education. In order to minimize the spread and impact of COVID-2019, secondary and higher education organizations globally faced a forced transition to an online learning format. Due to the COVID-19 emergency, students were engaged in blended and asynchronous learning that combined online and face-to-face components. In this regard, some researchers emphasized some challenges related to this transition (Ratten, 2020; Xxxxxx & Xxxxx, 2020). Notably, Ratten (2020) highlighted the challenge of minimizing the gap between online education and experiential learning. To this extent, the researcher suggested universities devote more resources to improving their online teaching methods and materials by balancing experiential learning content with virtual reality. In support of this suggestion, Lamine (2020) recommended that incorporating technology, virtual reality, and e-skills into an entrepreneurship training program would facilitate its effectiveness, while other researchers strongly advised such activities as developing a business plan, calculating risks, problem- solving, meeting online with local and foreign guest speakers. Ratten (2020) believes that due to the nature of entrepreneurship education aimed at improving learners’ practical and real-world experience, the limitations associated with COVID-19 pose some challenges in adopting conventional teaching methods. Despite this, several researchers, including Ratten (2020), emphasize that the global pandemic was a unique and transitional opportunity to test whether an online format is effective and if the peached techniques as readiness to uncertainty can be effectively applied to this specific case (Xxxxxxx & Xxxxxxx, 2020; Xxxxxx & Xxxxx, 2020). When discussing the impact of online format on entrepreneurship education, Xxxxxxx and Xxxxxxx (2020) argue that two issues emerge: the effectiveness of online learning in entrepreneurship education and the effectiveness of teaching entrepreneurship education online. Moreover, Xxxxxxx and Xxxxxxx (2020) suggest the work of Xxxxxx and Xxxxxxx (2016) to answer the question on the content of online entrepreneurship education. They offer three categories of skills that need to be included in the program: “business basics, entrepreneurship basics, and entrepreneurial mindset and competencies” (Xxxxxx & ...
