ACADEMIA Letters Homeschooling using Technology Enhanced Learning as an adapting learning strategy during COVID-19 Outbreak Ayman Z. Elsamanoudy Randa Mostafa Homeschooling and COVID-19 Outbreak Nowadays, the outbreak of COVID-19 leads to disrupting routines in medical schools, and the learning process as a whole. This is due to the catastrophic health consequences and possible COVID-19 related that had been documented. The impact of COVID-19 on medical education has been studied and stakeholders think outside the box to fnd efective alternatives to accommodate and hence homeschooling became mandatory in this national emergency. So, the immediate change introduced has been the urgent shift from in-person medical classes, which are being replaced by the pre-recorded lectures or live streams (Ferrel and Ryan, 2020). This dramatic cancellation of in-person classes carries the possibility to present a challenge to re-engage students within the traditional community spirit of medical school as restrictions are plucked out. Homeschooling is a measure to establish social distancing that refers to actions to reduce the number and duration of contacts and increase the physical distance between medical stu- dents to prevent or at least to slow the spread of a communicable disease (Qualls et al., 2017) like COVID-19. So, homeschooling may protect vulnerable students and limit secondary transmission to their households and communities (Faherty et al., 2019). Medical schools could represent a challenging setting for social distancing, as multiple stakeholders with diferent needs and health conditions notably professors with diferent age groups, students with diferent health status, and consequently, their parents, are involved. Academia Letters, July 2021 Corresponding Author: Ayman Z. Elsamanoudy, aymanzs@mans.edu.eg Citation: Elsamanoudy, A.Z., Mostafa, R. (2021). Homeschooling using Technology Enhanced Learning as an adapting learning strategy during COVID-19 Outbreak. Academia Letters, Article 1823. https://doi.org/10.20935/AL1823. 1 ©2021 by the authors — Open Access — Distributed under CC BY 4.0