As pre-service and in-service teachers, we are faced with challenges of translating the benefits of offline classes to the virtual classroom in the midst of global turmoil. In fact, we are pressured to quickly adapt to the new normal in the educational field without provided adequate time to "stop and think". As a result, we flock to any information that can make us into tech experts expeditiously. That is because, in most of our minds, we are no longer in control of our classrooms because we need to teach online and we are not familiar with recent trends in technology. In other words, it's not us: it's the technology that is to blame. But, in reality, digital devices are not the culprits.

The most common challenges teachers are facing as they struggle with their online classes is getting students engaged in learning. This problem is assumed to be caused by many factors related to the physical distancing of teaching online such as the inability to manage the students due to the unstable conditions of online platforms, low quality in teacher-student and student-student interaction online, and difficulty in monitoring students during online assessment. On top of such difficulties, teachers claim that they find it perplexing to connect online and offline activities. While these problems do seem to hinder effective teaching, we should look into them more closely to determine whether online teaching is actually the one to blame.

Perhaps we should ask this question to start reflecting on our teaching practices: if the students were physically present in the classroom, would matters be different? In terms of classroom management, the students who get distracted online probably would have a hard time focusing during offline class. In other words, even though their bodies are "in" the classroom, their minds might be wandering around. Is this the student's fault? Or should we turn to our teaching methods that drive them away from learning? As for the lack of meaningful interaction, it would be missing in a classroom that focuses on rote learning methods. So whether the students were online or offline would not matter if the only type of interaction were students answering the teacher's questions. In regards to the teachers who find it impossible to manage students' actions when they conduct online assessment, maybe they should consider whether "answering the questions correctly without cheating" is a necessary option in their assessment design and look for alternative assessment methods that are more suitable for the current needs of the students.

The bottom line is what works offline works online. While it is true that teachers are feeling overwhelmed by the challenges of teaching in an unfamiliar environment, it is also important to use this time to reflect on the effectiveness of previous practices. Education had been losing its relevance to the needs of the changing times before the pandemic. We may need to use this opportunity to examine whether or not we are enforcing methods that are not in line with the actual needs of the students. This type of reflection should be extended to the macro level by having policy makers conduct a holistic re-examination of the curriculum. Rather than developing online platforms for temporary relief, teachers and policy makers should consider long-term effects that can yield sustainable development in education.

The current situation reminds me of a book I had read years back, Who moved my cheese by Dr. Spencer Johnson. As suggested in the book, we need to "move with the cheese." We are no longer able to define education without considering COVID-19. This means that blended learning is here to stay and we need to embrace it as our new normal. It also means that we need to redefine some of the concepts that were developed pre-Covid 19 since we can no longer go back to those times. Thus, we need a clear concept of what type of learning is suitable for online and offline as well as redefine blended learning, for it is no longer an accessory but a necessity. We also need to collaborate with teachers in other fields in order to share our common concerns of the new normal. This sudden yet necessary shift to online learning can be a catalyst to create a more suitable method for educating students in the new era.