Abstract
Amid a global shift towards the fourth industrial revolution (4IR), many wondered how and where the world should progress the most (Schwab, 2017). The education sector was greatly impacted as teachers, learners, parents and management of schools were flung into a distanced learning approach. The measures employed at physical schools were largely stop-gap measures and hence were not indicative of the true approach or adaptation of teachers to online teaching. Hence, this dissertation aims to explore the success stories of educators who have found suitable ways to teach online and elaborate on their success stories related to this successful online teaching strategy. An open-ended qualitative study was conducted to understand the adaptation techniques and effective methods employed by online educators to adapt to an online learning environment. The results indicate that whilst there was an adaptation to the teaching styles by the teachers, further training is required to optimise the experience. Additionally, teaching has improved and is successful; however, monitoring, assessment, and evaluation is still an area that needs to be explored and enhanced. The advantages of such data allow the researcher to explore the necessary questions and gain insight to further areas of research and improvements required in the field. The educators have adapted to teaching online effectively, and many strategies have been shared to enhance the methodologies of others; however, there are limitations within the study to determine whether learners have adapted likewise.