The study investigates the impact of the abrupt shift to remote learning at UiTM, Malaysia, in response to the COVID-19 pandemic. It explores the relationship between lecturers' professionalism, course impression, facilitating conditions, and students' learning activities (LA) both before and during the pandemic. The rapid transition presented significant challenges for both instructors and students, necessitating the adaptation of teaching methods and course design to accommodate the online environment. Existing literature highlights the importance of lecturer professionalism, infrastructure, and effective pedagogical strategies in successful online learning. However, research focusing on these factors within the Malaysian higher education context, specifically regarding student learning activities and lecturer professionalism, is limited. This study aims to fill this gap by examining UiTM students' experiences and perceptions of remote learning during this critical period.

The introduction section already incorporates a literature review, drawing on studies from various contexts (India, Romania, Pakistan) to highlight the diverse challenges and successes associated with the rapid adoption of remote learning during the COVID-19 pandemic. These studies covered topics such as infrastructural limitations, the influence of societal views, and the importance of lecturer support and pedagogical approaches in online learning environments. The review also underscores the significance of student evaluations of teaching in higher education and the established value of such assessments in providing valuable feedback for improving instruction.

This quantitative study employed a pre-existing academic policy for lecturer teaching evaluation implemented since September 2010 at UiTM. Data were collected using the Student Feedback Online (SuFO) system, accessible through the university's learning management system (LMS), UFUTURE. Undergraduate and postgraduate students evaluated their lecturers using a four-point Likert scale across four sections: course impression (CI), lecturer professionalism (LP), learning activities (LA), and facilitating conditions (FC). Data from the October 2019 to February 2020 semester (pre-pandemic) and the March to August 2020 semester (mid-pandemic) were analyzed. Outlier checking and removal of unengaged responses ensured data reliability and validity. Descriptive analysis using SPSS was conducted to understand the respondent profile. Partial least squares structural equation modeling (PLS-SEM) was employed to analyze the inferential data, assessing measurement model validity (outer loadings, composite reliability, average variance extracted, discriminant validity) and the structural model (path analysis, effect sizes, significance testing). An importance-performance map analysis (IPMA) was also conducted to identify areas for improvement.

The study analyzed data from a large sample (hundreds of thousands of responses) of undergraduate and postgraduate students evaluating their lecturers before and during the COVID-19 pandemic. Key findings include: 1. **Lecturer Professionalism (LP) as the Strongest Predictor:** LP significantly and positively influenced course impression (CI), facilitating conditions (FC), and learning activities (LA) in both pre- and mid-pandemic periods. This effect was particularly strong on LA, indicating that lecturers' professionalism was the most crucial factor in students' enjoyment of remote learning. 2. **Importance-Performance Map Analysis (IPMA):** The IPMA showed that LP consistently resided in the 'keep up the good work' quadrant. CI and FC were already performing well and did not necessitate immediate improvements. Importantly, the mid-pandemic data showed an increase in LP score, indicating improvement during the challenging period. 3. **Consistent Academic Performance:** Despite the shift to remote learning, the students maintained relatively consistent graduation-on-time (GOT) rates and cumulative grade point averages (CGPAs), suggesting overall satisfaction with the remote learning experience. 4. **PLS-SEM Model Results:** The structural model showed that all hypotheses were supported (p<0.01), confirming the positive relationships between LP, CI, FC, and LA. The mid-pandemic model showed higher explanatory power compared to the pre-pandemic model. 5. **Impact of Remote Learning on GOT and CGPA:** There was a slight decrease in GOT rates (1.5% for undergraduates and 1.7% for postgraduates) in 2020 compared to 2019. However, a substantial portion of undergraduates (83.1%) and a considerable number of postgraduates (48.7%) achieved good to excellent CGPAs. Specific statistical details like Beta values, t-values, R-squared, and effect sizes are presented in Tables 2, 3, 4, and 5 within the original paper.

The findings support the idea that lecturer professionalism is paramount for successful remote learning. The significant positive effect of LP on LA aligns with existing research highlighting the importance of lecturer support, pedagogical skills, and technological self-efficacy in online learning environments. The sustained academic performance (GOT and CGPA) despite the rapid transition to remote learning suggests that the students adapted well, and the university's measures were largely effective. However, the study also notes criticisms related to excessive assignments, lack of feedback, and challenges faced by students with limited internet access and resources, particularly amongst students from low-income households (B40). The use of multiple platforms beyond the university's primary LMS, UFUTURE, reflects the adaptation and resourcefulness of lecturers in navigating the new circumstances.

This study provides valuable insights into the factors influencing students' experiences with remote learning during the COVID-19 pandemic at UiTM. The significant role of lecturer professionalism in fostering enjoyable and effective learning is highlighted. While the university's measures helped to maintain academic performance, the study also reveals areas for improvement, including addressing the needs of students with limited resources and enhancing support for lecturers in developing their online teaching skills. Future research might explore other factors, such as student self-efficacy, motivation, and emotional well-being, to further refine the understanding of successful remote learning.

The study acknowledges the limitations of conducting research during a global pandemic. The students' perceptions might have been influenced by factors beyond the scope of the study, such as stress, uncertainty, and financial hardships. Also, the reliance on student evaluations might introduce biases, although efforts were made to mitigate this through data cleaning and outlier checks. Future studies could consider a more longitudinal design and incorporate qualitative data to gather richer insights.