Digital Education Interventions and University Students' Academic Performance Amid the COVID-19 Pandemic: Faculty Members’ Perspective

The aim of this study was to document the university faculty members’ views related to digital education during the COVID-19 pandemic and subsequently its influence on students' academic performance, encountered obstacles, and recognized prospects. A concurrent triangulation strategy by employing (QUAN+QUAL) mixed method design was used in this research. A survey was conducted to solicit perspectives of 242 university faculty members in six public sector universities selected through a stratified random sampling technique to ensure representation of geographical regions and gender. Survey focussed on ascertaining faculty members’ readiness, institutional preparedness, and difficulties of online mode of delivery. Survey was followed by qualitative data collection in the form of narrations of feelings, personal experiences, challenges faced and suggestions to make online mode more effective. Data were analysed by computing descriptive statistics, mean response values of responses. The study found that faculty members expressed concerns about their readiness and satisfaction with online learning. They utilized various communication methods and assessment strategies, highlighting their adaptability. Key challenges included time management, internet connectivity, and technical issues. Achieving success in online programs necessitates reliable internet connectivity, adept time management skills, and mitigation of power disruptions Gender did not significantly affect gadget accessibility, understanding of online classes, or preferences for future online education. In conclusion, faculty members faced challenges with readiness, time management, and internet connectivity during the shift to online education but showed adaptability through diverse communication and assessment methods. To enhance digital education, institutions should improve internet infrastructure, offer time management training, and address technical issues. Gender did not significantly impact access to technology or preferences for online learning.