In-person teaching activities at
the University of British Columbia’s
Okanagan campus were curtailed in the midst of a semester as a result
of the global shutdowns imposed by the COVID-19 pandemic. All instruction
shifted online, and this rapid transition to emergency remote teaching
had negative impacts on student learning, engagement, and mental well-being.
This phenomenological study describes the results of surveys and interviews
used to assess the emergency remote teaching experiences of students
enrolled in second-year chemistry courses. Major student challenges
included issues with motivation and engagement, personal scheduling,
faculty communication, and increased stress and anxiety. This research
recommends clear communication and flexible teaching and assessment
methods to accommodate the assorted complications faced by our students.