ABSTRACT
The COVID-19 contingency transformed face-to-face classes into remote classes via the Internet. The teachers of the Bachelor's Degree in Architecture at the Universidad Veracruzana (UV) in Mexico stated in the meetings that they had observed low performance indicators in their students, assuming disinterest as the cause. In order to determine the main factors that affected their performance, an exploratory descriptive qualitative research was carried out, using a questionnaire as an instrument. The sampling was non-probabilistic by convenience. The results show that the most important obstacles for the students were the family and emotional effects of physical isolation due to the pandemic, while the motivation to study allowed them to face the changes and give continuity to their courses. Therefore, the teacher can favor external motivation by implementing didactic strategies that interest the students in their learning. © Legado de Arquitectura y Diseno 2022.