Due to the COVID-19 pandemic, Higher Education Institutions (HEI) replaced regular face-to-face teaching with online teaching and learning. However, the shift caused several academic and social concerns for students, such as lack of academic support, lack of adequate resources to support online teaching, lack of socialization, stress, anxiety, and lack of motivation in attending classes. This research evaluates the impact of HEIs support, faculty support, and resources available on the academic and social concerns of students in HEIs during the pandemic. 11,114 students across the HEIs in Sultanate of Oman participated in an online national survey. Regression and factor analysis were used to verify the research model developed based on the literature review. Results showed that HEI support and faculty support significantly affect university students' academic and social concerns. Furthermore, resource availability was found to affect the academic concerns of students but not their social concerns. This research recommends strategies for HEIs and faculty to promote faculty-student interaction using both synchronous and asynchronous modes to reduce student concerns and motivate them to engage in online classes.

由于 COVID-19 大流行，高等教育机构 (HEI) 以在线教学取代了常规的面对面教学。然而，这种转变给学生带来了一些学术和社会问题，例如缺乏学术支持、缺乏足够的资源来支持在线教学、缺乏社交、压力、焦虑和缺乏上课动力。这项研究评估了大流行期间高等教育机构的支持、教师支持和可用资源对高等教育机构学生的学术和社会问题的影响。阿曼苏丹国高等教育机构的 11,114 名学生参加了一项全国在线调查。使用回归和因子分析来验证基于文献综述开发的研究模型。结果显示，高等教育机构的支持和教师的支持显着影响大学生的学术和社会关注。此外，发现资源可用性会影响学生的学术问题，但不会影响他们的社会问题。这项研究为高等教育机构和教师提出了利用同步和异步模式促进师生互动的策略，以减少学生的担忧并激励他们参与在线课程。