What made emergency remote learning hard for students?

Students in Finland and India reported many similar ERL challenges—schedules, distractions, weak peer communication—and only moderate engagement.

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What does ERL stand for in this paper?

Emergency Remote Learning — crisis online teaching rather than carefully designed online learning.

How many students participated across surveys?

138 students from Finland and India.

What share faced multiple ERL challenges?

132 participants (95.65%) faced at least four challenges on average.

Which challenges were most common?

Managing a schedule and distractions in the home-learning setup (each 52%).

How satisfactory was the learning experience initially?

Not satisfactory; students struggled to adjust to the pandemic learning environment and schedule.

What engagement level did students show?

Moderate learning engagement.

Did students fully accept ERL long-term?

No; they adjusted somewhat but did not indicate complete acceptance.

What country split characterized the sample?

About 29% Finland (n=40) and 71% India (n=98).

What peer-related challenge was common?

Difficulties communicating with peers (about 49.3%).

How did Indian students compare on some challenges?

They more often reported distraction, internet problems, peer communication issues, and schedule difficulties.

What methods complemented the surveys?

Individual online interviews and diaries for a smaller student subset.

Why is ERL distinct from planned online learning?

It is a makeshift response with minimal planning time and unfamiliar tools.