I. Introduction
The COVID-19 pandemic caused a global disruption in higher education, where academic institutions around the world transitioned from face-to-face learning to online learning [5,6, 7, 8, 11, 13, 14, 15, 16, 17, 20]. According to the researchers in [9] only 23% of students were content with online learning, and only 19% were confident in their ability to create connections within the online learning environment. With these discouraging statistics and the prospect that faculty members will deliver more courses online than ever before, it is critical to identify issues in academic online learning settings. Many issues during the quick shift from face-to-face learning to online learning were identified by the researchers in [3,4, 5, 15, 16]. These issues were identified via a series of reflection questions in order to mitigate barriers to online learning.