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 faceto-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, selfmotivation, and increased interaction with other students and instructors as key factors for effectiveness and satisfaction of ERT instruction.