iarjmsIARJMSIARJMS2708-3594https://doi.org/10.47310/iarjms.2021.v02i02.026Faculty Remote Teaching Experiences in Response to the COVID-19 Pandemic Lockdown in a selected University in Sub-Saharan AfricaKorsoGudeButuchaThe sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly challenged many of social fabrics in general and the education sector in particular. Although it caught us unprepared for it, the challenges posed by the pandemic transformed the way we approach to teaching and enhanced the use of various technologies. Therefore, this survey aims at investigating the emergency remote teaching experience that took place between April and July 2020 in a selected university in Sub Saharan Africa during the COVID-19 pandemic lockdown. Quantitative research method was used in gathering and analyzing the data, and interpreting the results. The data was gathered online via google forms from 76 faculty members teaching in different schools of the university. They responded to two sets of research questions pertaining to the extent of their readiness in technology use and their remote teaching experience during the COVID- 19 pandemic lockdown. Results reveal that less than 50% of respondents believe that they can do a great deal with technology facilitated participation in online course (36.8%), can navigate through their online course (48.7%), and use a variety of online assessment strategies (34.2%). In regard to their remote teaching experiences although the confidence level of majority of the faculty was low, 59.2% of the faculty reported that their remote teaching experience was exciting while only 1.3% reported that their remote teaching experience was frustrating. Only 30.3% of the faculty used the university eLearning platform whereas majority of them used various tools such as WhatsApp, Email, Zoom, and Big Blue Button (BBB) to deliver their lectures remotely.