The COVID-19 pandemic demanded the closure of education institutions abruptly in the middle of the academic term, disrupting regular teaching and learning activities throughout the world. The teaching fraternity immediately moved to online teaching to minimize learning damage and continue academic activities. With the sudden shift from traditional practices to online teaching, the key question arises about effectiveness of online teaching in higher education and how the teaching fraternity pursues academic activities, grouped under pre, during and post online teaching. This study aimed at examining the faculty perspective of online teaching in higher education without much experience and preparation. Data was collected from 81 faculty members across the disciplines of Engineering, Technology and Science for technical courses and Management and Commerce for the School of Social Science. Opinion of respondents received in pre, during and post online teaching activities and effectiveness in comparison to traditional system were analyzed. While the results show that there is no substantial pedagogical change or difficulty in delivery through online teaching. However, concerns remain about classroom management and the evaluation process through online as compared to face to face teaching. There is no significant difference of opinion from the faculties of School of Engineering and School of Management in regard to pre and post, except during the online teaching activities.