In 2020, the COVID-19 crisis caused rapid disruption and has had significant effects on higher education, impacting students, instructors, and institutions. It pushed many students and professors out of their comfort zones when universities worldwide switched to online learning with little or no advance warning. The purpose of this study was to investigate the transformation from the face-to-face classroom to online classroom due to the onset of COVID-19, in undergraduate Math classes at South Mediterranean University (SMU). In addition to tracking the students’ feedback, the main focus of the research is to investigate the major opportunities and challenges that students experience with the online learning and extract key criteria for designing future courses. Today, as we are transitioning into a new phase of this challenging period, we can learn from the unexpected experience and be more thoughtful about how to design and deliver high quality learning.
R. Gouia-Zarrad – In addition to earning a master’s in engineering at Ecole Central Paris (France), I received a Ph.D. in Mathematics from the University of Texas at Arlington (USA). Teaching at the American university of Sharjah in UAE then at South Mediterranean University in Tunisia, has given me many opportunities to develop as passionate instructor striving to keep improving my skills and trying the latest digital tools and methods in Education such as the use of iPads, lecture capture, the flipped experience, blended learning and game-based learning. I have been granted several teaching awards/grants.