ONLINE LEARNING TRANSITION: AN ANALYSIS OF PROACTIVE INSTITUTIONAL ASSISTANCE IN REDUCING DIFFICULTIES DURING THE COVID-19 PANDEMIC

The COVID-19 pandemic caused major changes in the education system, with a shift to online learning, and experience has shown that transitioning from face-to-face instruction is difficult. This study involved 80 academic staff members from Al-Baha University in Saudi Arabia to learn about the benefits, limitations, and institutional support of online education in the setting of an epidemic. The study answers two primary questions: The first study question was, What difficulties did instructors face when they switched to online instruction? While the second research question was, How did institutional support influence the transition to online instruction? The study’s research methodology involved qualitative research and the data was collected using semi structured interviews an open-ended survey. The hypothesis was that proactive institutional support, such as faculty training and technical help, would boost faculty confidence in implementing online teaching resources. The data indicated that faculty members encountered both considerable benefits and obstacles throughout the change. While online education boosted accessibility, flexibility, and the incorporation of multimedia resources, major hurdles were technological impediments, difficulty maintaining student interest, and a loss of face-to-face connection. The proactive institutional strategy at Al-Baha University, notably the early investment in faculty development initiatives as the Rafid Developer Program, was vital to the transition's success. The respondents stated that they noticed the increase of their IT competence and the higher level of confidence in working with digital resources and tools supported by institutions and peers. However, lack of digital literacy among the students and the lack of engagement in an online learning platform posed a major challenge. The significance of customized professional development, continuous faculty cooperation, and strong institutional support networks in easing the shift to online learning is emphasized by this study. It also highlights the potential for more flexibility and engagement through blended learning approaches, which combine in-person and online training. The study adds to our understanding of how educational institutions may successfully integrate technology and pedagogy to enhance learning outcomes and resilience. Adopting hybrid teaching paradigms, addressing the digital literacy gap, and giving faculty development top priority are some suggestions for better preparing for upcoming disruptions in education.