Impact of Emergency Remote Teaching on University Students at a Public Institution in the United States

ABSTRACT

The educational experiences of university students participating in Emergency Remote Teaching (ERT) during the COVID-19 pandemic were evaluated using a survey instrument. Students found ERT stressful (89%) and indicated challenges from inadequate internet (91%), lack of privacy (45%), and increased amount of studying (3 hours more per week). Academic rank correlated with stress level during ERT, with freshmen (42%) reporting the highest stress level and seniors (48%) reporting minimal stress. Lack of face-to-face instruction, missing peer interaction and having to teach the course material to themselves were the top issues that students disliked with ERT. Respondents recognized the need for organization, self-motivati1on, and increased interaction with other students and instructors as key factors for effectiveness and satisfaction of ERT instruction.