The aim of this research work is to study the issues and challenges that Al al-Bayt University faculty members faced in the transition from face-to-face learning to online learning during the COVID-19 pandemic, and to highlight successful online learning strategies adopted. These issues and challenges are identified using question and solution-based analysis covering several issues that include the procedures and mechanisms adopted for the rapid transition from face-to-face learning to online learning, the online learning environment used, the impact of the transition to online learning on faculty members, courses’ content and students, and the challenges of online learning and the impacts it had on teaching and scientific research. The successful strategies adopted provide many practical methods for faculty members and leaders to follow for future online learning. In addition, the results of this work are expected to provide faculty members with a clear and insightful view on how to successfully integrate online learning and traditional learning into a blended learning approach.

[1] Assaraira T., Al-Anber Z., Bani-Mohammad S., Albashaireh Z., Aldheisat K., Alreqeb Z., Saafneh O., Alhindawi N., “A Study on the Implementation of Integrating Online Learning (Fully and Blended Forms) and its Quality Assurance in Jordanian Universities,” in Proceedings of the 22nd International Arab Conference on Information Technology, Muscat, pp. 1-10, 2021. doi: 10.1109/ACIT53391.2021.9677309

[2] Assaraira T., Alhindawi N., Bani-Mohammad S., Al-Anber Z., Albashaireh Z., “The Jordanian Universities Experience in Integrating Online Learning and its Quality Assurance,” The International Arab Journal of Information Technology, vol. 19, no. 3A, pp. 544-565, 2022. https://doi.org/10.34028/iajit/19/3A/15

[3] Bani-Mohammad S. and Ababneh I., “Challenges and Strategies for Online Learning: A Rapid Evaluation of Transitioning from Face-to-Face Learning to Online Learning during the COVID- 19 Pandemic from the Perspective of Al al-Bayt University Faculty Members,” in Proceedings of the 23rd International Arab Conference on Information Technology, Abu Dhabi, United Arab Emirates, pp. 1-8, 2022. doi: 10.1109/ACIT57182.2022.9994084.

[4] Bishop-Monroe R., “Reflections, Challenges, and Strategies for Online Academic Instruction: A Faculty Perspective on the Rapid Transition from Face-To-Face To Online Instruction during the COVID-19 Crisis,” Online Journal of Distance Learning Administration, vol. 23, no. 4, 2020.

[5] Carlson E., “COVID-19 and Educational Engagement,” J oral Maxillofac Surg, vol. 78, no. 7, pp. 1049-1051, 2020. doi: 10.1016/j.joms.2020.04.033

[6] DeCoito I. and Estaiteyeh M., “Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges,” Journal of Science Education and Technology, vol. 31, pp. 340-356, 2022. DOI:10.1007/s10956-022-09958- z

[7] Huntley R., Ludwig D., Dillon J., “Early Effects of COVID-19 on Oral and Maxillofacial Surgery Residency Training-Results from a National Survey,” J Oral Maxillofac Surg, vol. 78, no. 8, pp. 1257-1267, 2020. doi: 10.1016/j.joms.2020.05.026

[8] Kim H., Krishnan C., Law J., and Rounsaville T., “COVID-19 and US Higher Education Enrollment: Preparing Leaders for fall,” Mckinsey & Company Report, Retrieved from: http://www.mckinsey.com/industries/social- sector/our-insights/COVID-19-and-us-higher- education-enrollment-preparing-leaders-for-fall, 2020.

[9] Leanna A., Heather L., and Kerry R., “Pillars of Online Pedagogy: A Framework for Teaching in Online Learning Environments,” Educational Psychologist, vol. 57, no. 3, pp. 178-191, 2022. https://doi.org/10.1080/00461520.2022.2051513

[10] Lemay D. J., Bazelais P., and Doleck T., “Transition to online Learning During the COVID-19 pandemic,” Computers in Human Behavior Reports, vol. 4, 2021. doi: 10.1016/j.chbr.2021.100130.

[11] Marshall A. Wolanskyj-Spinner A., “COVID-19: Challenges and Opportunities for Educators and Generation Z Learners,” Mayo Clin Proc. vol. 95, no. 6, pp. 1135-1137, 2020. DOI: 10.1016/j.mayocp.2020.04.015

[12] Nikolopoulou K. and Kousloglou M., “Online Teaching in COVID-19 Pandemic: Secondary School Teachers’ Beliefs on Teaching Presence and School Support,” Education Sciences, vol. 12, no. 3, pp. 216, 2022. https://doi.org/10.3390/educsci12030216

[13] Nikolopoulou K., “Face-To-Face, Online and Hybrid Education: University Students’ Opinions and Preferences,” Journal of Digital Educational Technology, vol. 2, no. 2, 2022. DOI:10.30935/jdet/12384

[14] O’Sullivan S., Khraibi A., Chen W., and Corridon P., “Challenges Faculty Faced Transitioning to e- Learning Platforms during the Current Pandemic in the United Arab Emirates,” Journal of Medical Education and Curricular Development, vol. 8, pp. 1-2, 2021. doi: 10.1177/23821205211025858.

[15] Perwitasari F., Astuti N., and Atmojo S., “Online Learning and Assessment: Challenges and Opportunities during Pandemic COVID-19,” in Proceedings of the International Conference on Educational Assessment and Policy, 2020. 10.2991/assehr.k.210423.077 460 The International Arab Journal of Information Technology, Vol. 20, No. 3A, Special Issue 2023

[16] Rad F., Otaki F., Baqain Z., Zary N., and Al- Halabi M., “Rapid Transition To Distance Learning Due To COVID-19: Perceptions of Postgraduate Dental Learners And Instructors,” PLoS One, vol. 16, no. 6, 2021. https://doi.org/10.1371/journal.pone.0253683

[17] Saddik B., Hussein A., Sharif-Askari F.S., Kheder W., Temsah M., Koutaich R., Haddad E., Al-Roub N., Marhoon F., Hamid Q., and Halwani R., “Increased levels Of Anxiety Among Medical And Non-Medical University Students During The COVID-19 Pandemic In The United Arab Emirates,” Risk Management and Healthcare Policy, vol. 13, pp. 2395-2406, 2020. DOI:10.2147/RMHP.S273333

[18] Shields P. and Rangarajan N., A Playbook for Research Methods: Integrating Conceptual Frameworks and Project Management, New Forums Press, 2013.

[19] Shivangi D., “Online Learning: A Panacea in the time of COVID-19 crisis,” Online Journal of Educational Technology Systems, vol. 49, no. 1, pp. 5-22, 2020. https://doi.org/10.1177/0047239520934018

[20] Warfvinge P., Löfgreen J., Andersson K., Roxå T., and Åkerman C., “The Rapid Transition From Campus to Online Teaching-How are Students’ Perception of Learning Experiences Affected?,” European Journal of Engineering Education, pp. 211-229, 2021. DOI: 10.1080/03043797, 1942794.