The Covid-19 pandemic that started in March 2019 was the biggest disruption of this century.
All organizations make adjustments to their systems to suit the pandemic situation, including
the Open University (UT). This transformation is not easy because it must be done quickly and
on a large scale. Web tutorials are web-based online tutorials. The Open University is a university
with a long-distance mode in Indonesia that has a reach throughout Indonesia and 52 cities
in the world. The current number of UT students is 347,000 students. Internet penetration in
Indonesia is still not good. There are still many areas that have not been reached by the internet.
Another factor is the competence to use the internet and the learning management system is not
sufficient. The process of transformation through innovation is not a simple thing. Successful
educational innovation and transformation must be based on sustainability, scope, and scale
(Carolan et al., 2020). During the COVID-19 pandemic, the transformation to online learning
is not easy. The finding of Morales, et.al (2021) states that the various actors in the learning
processes (students, professors, universities) encountered several barriers in adapting to this
new setting. This study investigates the factors that influence the transformation of face-to-face
tutorials into web-based tutorials. This research is qualitative research with a phenomenological
approach. This study investigated 18 informants who worked at UT headquarters and some
regional offices. The speakers are unit leaders and employees related to the implementation of
web tutorials. Interviews were conducted face-to-face and using the media. The results of the
interviews were processed using the NVivo application. The results of data processing show
that there are 5 (five) factors that cause the transformation from face-to-face tutorials to web
tutorials to take place effectively. The five factors are academic, IT risk, transformation design,
supporting factors, and policy risk. These findings indicate that the transformation of face-to-
face tutorials into web tutorials in times of disruption requires change in design, consideration
of changing risks including informational technology (IT), risks, meeting supporting factors,
and taking policy risks into account. The five components of the model can be composed of
strategic factors, namely policy, then the main component, namely academic, and supporting
components which include supporting factors, IT, and risk management. To obtain an effective
model, these five components need to be integrated into a balanced and sequential design. This
model is compiled from the information submitted by the informants. This model still requires
field testing and refinement. Further research is needed to test the model of the transformation
of face-to-face tutorials into web tutorials.