Objective: This study aims to describe experiences of university teachers who transitioned from in-campus to online teaching during COVID-19 pandemic.
Methods: The study had a qualitative descriptive design. In-depth face to face interviews were conducted following informed consent. Sample comprised of eleven faculty members engaged in online teaching, recruited through purposive sampling in a Health Science University in Saudi Arabia. Content analysis of the data was done by employing the Graneheimian inductive approach. Academic rigor was established using standard principles of trustworthiness.
Results: Two main themes emerged as ‘embracing the process’ and ‘identifying gaps’. Two subthemes were within each theme, populated by 12-36 statements.
Conclusion: Faculty members described thoughts and behaviors that shaped their experiences. Student response to online teaching affected preconceived notions. The need to acquire skills and knowledge regarding online pedagogy and technology was indicated.