Abstract
This study compares university students' performance in traditional learning to that of online learning during the pandemic, and analyses the implications of the shift to online learning from a faculty's perspective. The Quick-Response Research method using Google Documents was used with 104 faculty members chosen on convenience sampling in five Saudi traditional (faceto-face) universities that shifted to online learning during the COVID-19 outbreak. Results showed that the performance of university students has been better via this method than traditional learning. Classroom activity was shown to positively affect overall student performance. Moreover, the adaptation of technology positively affected the validity of using online learning and student performance. We also found that time management and technology self-efficacy are mandatory to improve remote learning.