Asian Journal of Management Sciences & Education Vol. 11(2) July- October 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

COVID-19: ITS IMPACT ON THE PEDAGOGICAL APPROACHES OFJUBAIL UNIVERSITY COLLEGE FACULTY MEMBERS
Dr. Ishaq Kalanther1, Dr. Gilbert M. Talaue2
1,2

Assistant Professor, Business Administration Department,
Jubail University – Royal Commission of Jubail,
KINGDOM OF SAUDI ARABIA.
1

Kalatheri@ucj.edu.sa, 2TalaueG@ucj.edu.sa

ABSTRACTThe purpose of this study is to describe and explain the impact of COVID-19
on the pedagogical approaches of the Jubail University College Faculty
members. It also endeavored to uncover the challenges on shifting pedagogies
from face-to-face to online learning. Twenty-three (23) faculty members fromdifferent department voluntarily participated in the study. The study used thequantitative-qualitative method to generalize results from the facultyrespondents. Descriptive research design was utilized as simply the attempt todetermine, describe, or identify what is. Implementation of online learning due
to COVID-19 pandemic brought new insights and cautionary tales about whatworks in education. The COVID-19 crisis emphasized the critical importanceof technology in education. Workloads of faculty members doubled not in termsof additional teaching loads but learning new technology could be considered
as additional work load, if not burden, on their part. Classes schedule suddenly
become more fluid, since some classes were conducted beyond regular working
works just to accommodate students. On a positive side, online learning
delivery reduced the time and cost for travel, increase opportunities to accessand collaboration between students and teachers.
Keywords: online learning, COVID-19, online classes, BlackBoard,
Learning Management System

INTRODUCTION AND BACKGROUND
Education is the only presage beyond which a group of people adjusts with its demands.
Throughout the world, education is the main driver of transformation towards sustainable
development. It is a fact that quality education is a vehicle that plays a vital role in creating
the best value of graduates who will become great leaders and workforce for the nation. As
the world becomes increasingly scientific and technological, the impact of quality education
is vital for the economic advancement and nation’s prosperity (Valencia, 2020).
According to Merriam-Webster, pedagogy is the “art, science, or profession of teaching.”
This broad definition covers various aspects of teaching, and there are many moving parts topedagogy that include teaching styles, feedback, and assessment. Generally, each teacher has
their pedagogical approach to teaching and learning in their classroom. However, it’s crucial
that they also consider the most effective content delivery and mastery evaluation based on
individual student needs.
On December 31, 2019, as a typical black swan event, COVID-19 took the world bycomplete surprise. This newly identified coronavirus was first seen in Wuhan, the capital ofcentral China’s Hubei province. As of the end of February 2020, almost 90,000 people havebeen infected by the virus, leading to over 3,000 deaths (Kilpatrick & Barter, 2021).
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Due to the threat of the COVID-19, many educational institutions worldwide suspended theiracademic activities and classes. Saudi Arabia suspended the in-attendance education
activities in all schools, universities and educational institutions since March 9, 2020 and
directed all educational institutions to implement distance learning through online platforms(Khalid, 2020). Shifting to digital education to support teacher and student progress will be acornerstone of National Transformation Program (NTP). Digital learning in Saudi will hope
to boost student achievement and is vital to the modernization of school curriculums andlong-term success of educators (Saudi Gazette, 26th May 2019).
The unplanned and unprecedented disruption to education changed the work of manyteachers suddenly. School buildings were closed and teaching was migrated to an online
environment. This paradigm shift caused ripple effect and education have changed and may
still change in the ways that are yet to determined. Teachers needed to find ways to connect
to students and transition to unfamiliar modes of teaching. Aside from modular learning,
online learning is one of the alternative solutions for this situation, but shifting from face-toface to online learning is a challenge for teachers to provide meaningful educational
experiences to their students. Due to working remotely, current pedagogies that may nolonger be adequate, challenged to quickly learn new technologies, and not able to meet
students face-to-face, many teachers experienced the single most traumatic andtransformative event of the modern era. Not only teachers, students are not exempted fromthis situation. Students had to develop new learning skills and often struggled at home withsocial isolation and loneliness. School closures to prevent virus transmission maybe effective,
however, school closures for a long period of time may have detrimental social and heath
consequences for both students and teachers. According to Baired (2020), caring for
educators/teachers is an important part of the recovery and a sustainable educations model forthe future. Research shows that successful student learning outcome begin with caring aboutteachers, prioritizing their mental health, nurturing their combined self-confidence, andunderstanding their workload.
In this article, the researchers will examine the impact of COVID-19 on JUC Faculty
members’ pedagogies. It will also aim to discover the challenges that faculty members faced
and continuously facing during this pandemic.
Statement of the Problem
The purpose of this study was to describe and explain the impact of COVID-19 on thepedagogies of faculty members at Jubail University College. It will also endeavor to uncover
the challenges on shifting pedagogies from face-to-face to online learning. Thus, thefollowing research questions were addressed:
1. What is the demographic profile of the respondents?
2. What changes in workload did the faculty members did to provide equitable
instruction to their students?
3. What elements of online delivery were identified as successful or challenging by thefaculty members?
Objectives
As stated in the statement of the problem that purpose of this study was to describe andexplain the impact of COVID-19 on the pedagogies of faculty members of Jubail University

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College and will also endeavor to uncover the challenges on shifting pedagogies from faceto-face to online learning. Thus, the study aims to achieve the following:
1. To determine the demographic profile of the respondents.
2. To find out the what are changes in workload that faculty members did to provide
equitable instruction to their students.
3. To determine the successful and challenging elements of online classes delivery by
the faculty members.
Scope and Limitation
Jubail University College in the Eastern Province of the Kingdom of Saudi Arabia is thesetting of the study. The respondents are faculty members from current departments of thecollege, namely: Business Administration, Computer Science & Engineering, General Studies,
Civil Engineering, and Mechanical Engineering. The respondents are conducting theirclasses online due to current COVID-19 pandemic and mandate of the Ministry of Education
to shift face-to-face to online classes. The respondents were surveyed and consulted
regarding their online learning approach. Twenty-three (23) faculty members from different
department voluntarily participated in the study.
Due to non-probability sampling method, specifically voluntary or self-selecting techniques,
only few participated in the study. Thus, this limitation of the study cannot generalize thefindings.
Significance of the Study
The study aimed to assess the impact of COVID-19 on the pedagogical methods of Jubail
University College Faculty members. Thus, the results of the study will benefit the following:
Curriculum Planners. The results of this study will give them information and will help
them to understand how online approach works and eventually make inputs in enhancing thecurricula.
School Administrators. The result of this study will give them insights on the different ways
on how to teach students in the light of online approach as a learning modality.
Faculty members/Teachers. It can be a supplemental material in their teaching endeavor.
The content is relevant to the needs of their teaching session. Also, it can be more beneficial
to their end to look at it as an aid to realize effective learning for students.
Learners/Students. Online Approach can be an opportunity to learn and adopt withtechnology.
Future Researcher. This study helps and guides the future researcher to conduct more
relevant study that will ensure continues improvement of this modality.
REVIEW OF RELATED LITERATRURE AND STUDIES
Related Literatures
Learning Styles. For student to develop understanding of subject matter, it requires thatteachers know what students already understand and believe about it (Reiser, 2013). Theseprior conceptions serve as foundations for building new understandings. Teachers can only
use students' prior knowledge if they know what it is. Reiser (2013) also added that students
may bring kinds of knowledge and experience that are unique to their cultural, ethnic, andsocioeconomic backgrounds. Students may also lack the prior knowledge and experience
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Asian Journal of Management Sciences & Education Vol. 11(2) July- October 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

necessary to engage in dialogue and collaboration around particular scientific concepts
simply because they have not had access to certain experiences.
Learning style is a defining factor in the teaching and learning practice. Understanding
students’ learning style supports in designing effective courses. Cultures affect students’learning styles; as such designing curriculum and learning activities based on students’learning styles results in enhancing students’ academic achievement (Alfaddaa, Osmanb, &Alfaddac, 2020).
In the study of Almaghraby and Alshami (2013) about the learning style and teaching method
preferences of Saudi students, they found out that the concrete-sequential learning style is themost preferred. In sequential organizational style, the approach to learning is a step-by-stepprocess and information is remembered in a logical manner, like storing it in a filing cabinet(child1st.com, 2016). In the study of Alqahtani (2011), he concluded that Saudi EFL learners
prefer auditory, visual, interpersonal, kinesthetic, and intrapersonal learning styles in thatorder.
Psychology of Persuading Students. In persuading students to listen to their teacher’s lecture,
it starts with respect. As Willingham says, “If you have students’ respect, they will try to pay
attention both to please you and because they trust you.” Gaining respect can take time, andthere are no shortcuts. The single fastest way to get students to respect their teacher, is for theteacher respect them first, and show them that teacher is paying attention to them, as
individuals. Another way is to take a connection centered approach, where the teacher focus
on the learners’ interests (barefootteflteacher, n.d.)
According to Tharby (2016), the first few weeks with a class are the most important. This iswhen the classroom culture becomes established, when routines, habits and behaviors areforged, when the path for the year is laid out. All teachers, schools and classrooms aredifferent but the goal is usually the same in these opening weeks. To be recognized andrespected by the students as their teacher. With this regard, the application on rhetoricalpersuasion is crucial. Students need to know that their teacher have the credibility,
trustworthy, fair, and have an absolute faith in their ability to learn – an application of ethos
appeal. Students need to be reassured that their teacher know the subject matter and know
how to teach it – a logos appeal application. Pathos is much more than mere pity and empathy.
It is about appealing to the full gamut of emotions – from excitement and fear, to amusement
and curiosity. Teacher are not aiming to be students’ friend, but rather to form a goodworking relationship.
Virtual Classroom Management. According to Hale and Grenny (2020), holding online
classes obviously differ from face-to-face. But the idea that passive students rarely do quality
work resonates. In their study comparing 200 attendees of a face-to-face experience with 200
of a virtual experience, they found that when rules are applied, 86% of participants report ashigh or higher levels of engagement as in face-to-face meetings. The rules that should be
followed according to their study are:(1) The 60-Second Rule – in a virtual classroom, this 60-second rule can work in much thesame way. Help students feel like the material is directly affecting them. Startle them into
paying attention. The teacher could share an anecdote from their own experience thatexemplifies the real-world importance of the day’s lecture or discussion, while also bringing
a sense of personal connection to the class.

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Asian Journal of Management Sciences & Education Vol. 11(2) July- October 2022__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(2) The Responsibility Rule – the teacher should engage their students as active learners fromthe beginning. Rather than simply asking students to participate or requiring poll responses,
teachers should give them specific reasons to engage beyond obligation.
(3) The Nowhere to Hide Rule – this approach can be very effective in a virtual classroom,
too. The teacher should insert two-minute exercises or real-time problems into their lecture
and make use of a platform’s breakout feature to get students working together. When
students are on a defined team with a defined objective, they are more engaged in finding asolution—and are then more motivated to understand how that solution fits in with the classmaterial, as well as with the ideas from other groups.
(4) The MVP Rule – if the teacher does choose to present a synchronous lecture, they shouldpare down their PowerPoint or presentation deck to the essentials. They should use live
lecture time to elaborate on—and provide lively examples of—those essential points, andencourage students to take notes on things that aren’t already written down for them. Anotheroption is to record your lecture and ask students to listen to it asynchronously in favor ofusing in-class time for discussion and debate.
(5) The 5-Minute Rule - during virtual class time, teachers are competing with all the online
and social media distractions at students’ fingertips, as well as the distractions of home orwherever they find themselves signed in for class. By fostering engagement every fiveminutes, teachers are reminding students to be active learners and keep their attention onclass.
According to Gutierrez (2013), the secret recipe to a truly persuasive eLearning course is tofollow simple persuasive rules. These rules are: the human brain and human emotions. They
also include the subconscious mind and the unconscious mind of your learners. Persuasion
starts in the mastery of these subjects. Persuasive design is not just about influence. It’s about
understanding the learner and providing the information to help facilitate the learning
experience.
Learning Management System. A typical learning management system (LMS) provides atool for teachers to upload and create links to resources, create online assessments andprovide immediate evaluation to students (Llantos & Estuar, 2018). Learning Management
Systems (LMS) are “web-based applications, running on a server and accessible with a web
browser from any place with an Internet connection. LMS give educators tools to create
online course websites, and provide access to learning materials” (Smet, et. al., 2012).
According to TrustRaduis.com, a software review website, the following are the top-rated
LMS in terms of customer/user satisfaction world-wide: Google Classroom, Moodle,
Schoology Learning, and BlackBoard Learn (TrustRadius.com, 2021).
Related Studies
According to Noor, Isa, & Mazhar (2020), the change of process from face-to-face classroom
teaching to online teaching practice influences the school teachers’ teaching norms, theirprofessional role, and the teaching strategies they apply, with the virtual model of education.
Student participation in online classes is minimal due to the limited or non-availability of edevices for all students in home. But teaching staff are assisting students by providing
additional online video tutoring and email guidance following online classes.
In the study of Kaden (2020), it was found out that there was increase and change inworkload for the teacher and that online education can support learning for many students but
needs to be carefully designed. Caring about his students’ well-being and humanizing digitallearning while teaching remotely was more important. digital learning while teaching
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remotely was more important than learning new. Equity should be at the center of remotelearning plans, with increased guidance needed for special education populations.
In Saudi Arabia, the top three LMS are BlackBoard, Moodle and Jusur (Al-Ajlan, 2016).
According to Aldiab, et. al. (2019) most of the universities, around 90%, in Saudi Arabia use
Blackboard LMS for their teaching and learning activities. Every LMS has similar features
for communication and management for a course, however, currently there is no feature ortool available in any LMS to assist students or teacher to perform laboratory experiment in a
distance learning platform.
METHODOLOGYThis part presents the methods of research that was used by the researchers to gather andanalyze the necessary data. The methodology includes discussion of the research design, thesource of data, including the population sampling and locale of the study; the data gathering
instrument and means for data collection; and the tools used for data analysis.
DesignThe study used the quantitative-qualitative method to generalize results from the respondents.
Descriptive research design was utilized as simply the attempt to determine, describe, or
identify what is. It also aimed at casting light on current issues or problems through a processof data collection that enables them to describe the situation, thus it is appropriate for thisstudy.
Participants
The participants/respondents of the study are teachers/faculty members from current
departments of Jubail University College. The respondents are conducting their classes online
due to current COVID-19 pandemic and mandate of the Ministry of Education to shift faceto-face to online classes. Twenty-three (23) faculty members/teachers from different
department voluntarily participated in the study. Table 1 shows the distribution of
respondents.
Table 1. Distribution of Respondents
Department

Number of FacultyRespondents

Business Administration

15

Computer Science & Engineering

0

Civil Engineering

1

General Studies

4

Mechanical Engineering

3

TOTAL

23

Instrumentation, Data Collection and Tools for Analysis
Survey questionnaire was used as data gathering instrument for respondents (see Appendix).
To validate the instruments, 3 experts in the field of online learning were consulted. For
reliability of the survey questionnaire, it was piloted to small number of faculty members.
The researchers uploaded the survey to google form, a survey administration software
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developed by Google - an American multinational technology company that specializes inInternet-related services and products. Respondents were emailed and survey link wasprovided for them to participate in the survey.
Survey questionnaire is categorized based on the research questions stated in the statement of
the problem. For the first research question, survey items number 1 to 4 addressed this matter.
For the second research question, survey items 5 to 8 answered this inquiry. Frequency
analysis and mean were utilized for both research questions 1 and 2. Item number 9 to 14,
Likert-Scale, of the survey addressed the third research question. For the interpretation of the
Average Weighted Mean (AMW) in the respondents’ survey, the following descriptive points
will be used:
Table 2. AWM descriptive points
Relative
Value

Statistical
Limit

Interpretation

5

4.3 – 5

Very satisfied

4

3.5 – 4.2

Satisfied3

2.7 – 3.4

Neutral2

1.9 – 2.6

Not satisfied

1

1.0 – 1.8

Extremely not satisfied

RESULT ANALYSIS AND DISCUSSIONSThis section presented the data gathered, the analysis, and interpretation relative to the aim of
the study.
Demographic profile of the respondents
Twenty-three faculty members from various department of Jubail University College
participated in the survey. Table 3 shows distribution of respondents in terms of theiracademic rank and educational attainment. Out of 23 participants, 13 are assistant professors
and 10 are lecturers. No associate professor and instructor participated in the survey. As perpolicy of the Royal Commission, doctorate degree holder faculty is automatically rank as
assistant professor. Those who are aiming for higher academic rank, such as associate
professor or full professor, must submit their intention for re-ranking, required documents,and should pass the criteria to be considered for academic rank promotion. Master’s degree
holder is ranked as lecturer and bachelor’s degree holder is ranked as instructor.
In terms of teaching loads, associate professor’s maximum teaching load per week is 14
hours – usually equivalent to 5 sections of 3 credit-hour course; assistant professor’s
maximum teaching load per week is 16 - usually equivalent to 6 sections of 3 credit-hourcourse; lecturer’s maximum teaching load is 18 hours per week; and instructor’s maximum
teaching load is 20 hours per week. Excess hours are considered as overload, depending on
the hourly rate approved by the Royal Commission. Table 4 shows the distribution of
respondents in terms of teaching load. For some reasons, majority of the faculty members
don’t usually reach the maximum teaching loads per week. Number of registered students per
program, assigned administrative task, and availability or need to offer courses are somereasons for not reaching the maximum teaching loads of faculty members. In some cases,
there are also time that faculty members are teaching beyond the prescribed maximum
teaching loads.
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Jubail University College’s academic calendar is divided in three terms; 2 semesters (1st and2nd semester) and 1 summer. Terms are depending on the approved academic calendar by the
Ministry of Education, usually 1st semester start on the month of August and will end on
January. Second semester is between January to June. Summer term is an optional term forthe students. Only students who wish to finish their program earlier or those who are required
to take summer in order to catch-up or required for whatever reasons can and should takesummer term.
Table 3. Distribution of Respondents in terms of Academic Rank and Educational
Attainment (N=23)
Department

Academic Rank

Academic
Rank (N)

Educational
Attainment

Educational
Attainment(N)

Business
Associate
Administration Professor

0Doctorate
degree0Assistant
Professor

6

Doctorate
degree6

Lecturer

9

Master’s degree

9Instructor

0

Bachelor’s
degree0

Associate
Professor

0

Doctorate
degree0Assistant
Professor

0

Doctorate
degree0

Lecturer

1

Master’s degree1Instructor

0

Bachelor’s
degree0

Associate
Professor

0

Doctorate
degree0Assistant
Professor

4

Doctorate
degree4

Lecturer0

Master’s degree0Instructor

0

Bachelor’s
degree0

Associate
Professor

0

Doctorate
degree0Assistant
Professor

3

Doctorate
degree3

Lecturer0

Master’s degree0Instructor

0

Bachelor’s
degree0

Civil
Engineering

GeneralStudies

MechanicalEngineering

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Table 4. Distribution of Respondents in terms of Teaching Load
(2nd semester of academic year 2020-21)
N=23
Academic
Rank (N)Regular Teaching Loadas per Contract (credit
hour per week)

Mean

Standard
Deviation

Assistant
Professor

13

16

8.30

4.60

Lecturer

10

18

6

2.68

Academic Rank

Changes in workload that teachers did to provide equitable instruction to their students
Due to the threat of the COVID-19, Saudi Arabia suspended the in-attendance education
activities in all schools, universities and educational institutions on March 9, 2020 and
directed all educational institutions to implement distance learning through online platforms(Khalid, 2020). Royal Commission’s educational sectors, including Jubail University College
shifted from face-to-face classes to online classes. Shifting to digital education to support
teacher and student progress is a must in a hope to continue and boost student achievement
and to address the needs of education amidst pandemic.
Though Royal Commission Education Sectors has been using BlackBoard as eLearning
Project Committee since 2015 (Solangi, Shahrani, & Pandhiani, 2018) , it was only when
COVID-19 pandemic burst out that faculty members maximized its usage. Blackboard is a
web-based learning management system designed to provide online courses. Blackboard
provides many types of tools and features to facilitate the online learning experience (Zaydi& Salmeen, n.d.). Table 5 shows the faculty members’ platforms that they are using to deliver
their online classes. Though BlackBoard is official Learning Management System of Royal
Commission of Jubail, some platforms are still being utilized by faculty members to better
enhance their online classes. An indication that JUC teaching personnel are dedicated in their
job to deliver quality learning to their students.
Zoom Meetings is a proprietary video teleconferencing software program developed byZoom Video Communications. The free plan allows up to 100 concurrent participants, with a
40-minute time restriction. Users have the option to upgrade by subscribing to a paid plan.
The highest plan supports up to 1,000 concurrent participants for meetings lasting up to 30
hours (Zoom.us, n.d.).
Table 5. Teachers’ Platforms for Teaching(2nd semester of academic year 2020-21)
N=23
Platforms

Frequency

Collaborate Ultra/Blackboard

19

Zoom

6

Recorded Lecture Videos via Youtube

16

Other (Whatsapp, Flipgrid, etc.)

2YouTube is an American online video sharing and social media platform owned by Google.
It was launched on February 14, 2005, by Steve Chen, Chad Hurley, and Jawed Karim. It is
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the second most visited website, right after Google itself. WhatsApp uses the internet to send
messages, images, audio or video. The service is very similar to text messaging services,
however, because WhatsApp uses the internet to send messages, the cost of using WhatsApp
is significantly less than texting. (webwise.ie, n.d.). Flipgrid is video-discussion platform
originally started by a University of Minnesota professor to keep in touch with students for acourse he was teaching has been purchased by tech giant Microsoft (Young, 2018).
Table 6. Mode of Assessments and Teaching Materials(2nd semester of academic year 2020-21)
N=23
Assessment Type

ModalityFrequency

Percentage

Offline2

9%Online21

91%

Periodic Exams (Quizzes,
Midterm & Final Exams)

Offline

730%

Online16

70%

Course Materials (Handouts,
PPT, etc..)

Offline00%Online23

100%

Assignments

Table 6 shows the modality of faculty members in assessing their students and providing
course materials. Since BlackBoard is the official Learning Management System of Royal
Commission of Jubail, faculty members’ assignments, periodic exams, and course materials
are usually being uploaded in this LMS platforms. Though classes are online due to COVID19 pandemic, there are still few faculty members opted to give their assessment offline(hardcopy or face-to-face meeting). Possible reasons for giving the assessments offline are
due to faculty members’ fluency in using the technology and personal preference of thefaculty due to trust issue in technology, such as possible cheating on exams/assignments.
With the introduction of technology into the classroom and the popularity of online classes,
new opportunities for “e-cheating” exist (King & Case, 2014). According to Holden, et. al.
(2021), both faculty and students perceive online testing to offer more cheating opportunities
than in traditional, live-proctored classroom environments. With regards to course materials,
all the faculty respondents are uploading their materials to BlackBoard so that students canaccess it anytime and anywhere.
Successful and challenging elements of online learning pedagogy
Due abrupt transition of face-to-face classes to online started on March 9, 2020, faculty
members were caught unprepared for this transition. Table 7 shows the rating of teachers on
the elements that could be challenging for this so-called “new-normal” way of education.
Students’ participation in the class (M=3.91, SD=0.97); students’ obedience in submitting
requirements on time or following teacher’s instruction (M=3.52, SD=0.93); satisfaction on
using the JUC’s online platform, BlackBoard, (M=3.83, SD=1.03) are all rated by facultyrespondents as “satisfied”. Their rating could be due the fact that in online classes faculty
members noticed an improvement in these elements.
Students’ attendance (M=3.39, SD=0.88); assessment performance, quizzes and periodic
exams (M=3.39, SD=0.87); and cheating incidence in online classes (M=3.26, SD=1.45) arerated as neutral. Faculty members rated these as “neutral” because they noticed that there is

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not much discrepancies between face-to-face and online classes in these elements. In others
words, cheating sometimes happen in face-to-face classes, so the tendency to happen in
online classes is also possible. Absenteeism whether face-to-face nor online usually occur.
Table 7. Variables of Online Learning Pedagogy(2nd semester of academic year 2020-21)
N=23
Variables

MeanStandard Deviation

Students’ participation

3.91

0.97

Students’ attendance

3.39

0.88

Students’ obedience

3.52

0.93

Assessment performance

3.39

0.87

JUC’s Platform (Blackboard)

3.83

1.03

Cheating Incidence

3.26

1.45

According to ViewSonic article (2021), one of the biggest challenges that teachers face todaywith teaching online is ‘attention’. In some countries, online classes were initially held on anassortment of easily available and free software which cannot provide more advanced andengaging teaching/learning experience, thus engaging students becomes problem. Contrary toJubail University College which invested on LMS Blackboard platform that provides many
types of tools and advance features to facilitate the online learning experience, thus engaging
students was not considered as problem. According to Holden, et. al. (2021), both faculty
and students perceive online testing to offer more cheating opportunities than in traditional,
live-proctored classroom environments. Thus, assessment performance and cheating
incidence were rated as not satisfied by the teachers due to cheating could happen or
happening in online assessments.
CONCLUSION AND RECOMMENDATION
Implementation of online learning due to COVID-19 pandemic brought new insights andcautionary tales about what works in education. The COVID-19 crisis emphasized the criticalimportance of technology in education. Workloads of faculty members/teachers doubled notin terms of additional teaching loads but learning new technology can be considered asadditional workload, if not burden, on their part. Classes schedule suddenly become more
fluid, since some classes were conducted beyond regular working works just to accommodate
students. There are also times when the technology failed, poor internet connection, andtechnical issues encountered that could disrupt online classes. On a positive side, online
learning delivery can reduce the time and cost for travel, increase opportunities to access andcollaboration between students and teachers.
In relation to the findings and conclusions drawn, the following recommendations are hereby
offered:1. Support systems for teachers and students should be strengthen more by the JUC
management, specifically in e-learning.
2. Distinctive impacts on online learning need to be studied in depth.
3. Teachers and educational stakeholders have to be actively involved in future research
related to online learning.
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4. Since the setting of the research is only Jubail University College and only few
participated in the survey, the researchers hope that future study related to the current
study will be conducted.
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