A study was conducted to assess student reaction to the shift to Emergency Remote Teaching (ERT) due to the COVID crisis in March of 2020. Four hundred students were randomly selected from a small private university database in central Alberta, Canada. A 65.5% response rate resulted in a final N of 262. These students responded to a 32-item questionnaire that assessed a number of factors that impacted four criterion variables: professor performance, quality of learning, affect on the final grade, and likelihood of returning in the Fall if their university was online. Results showed that the greatest predictors of the criterion variables were: professor support, professor caring, satisfaction with the final exam format, a relaxed schedule, quality of presentation, emotional response, adequate technological resources, and student input. Structural equation modeling creates a model that sorts out the relative impact of predictors on each criterion variable.

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Challenges to teacher education due to COVID-19 are widespread. Preservice teachers, in particular, have faced numerous obstacles as a result. While remote teaching became common in higher education, home-based videoconferencing became a standard means of teaching and learning. Regardless of COVID19, virtual technologies use increases within post-secondary education, progressively impacting educational experiences. Therefore, educators must consider the benefits and drawbacks of virtual online education. From a constructivist perspective, we studied preservice teachers’ interactions and perceptions of Zoom’s videoconferencing platform. Specifically, we identified preservice teachers’ interactions and responses to Zoom’s Breakout Rooms. The findings indicate that students built relationships and valued their online interactions. Additionally, males and females valued different aspects of their online interactions.We conclude with recommendations regarding videoconferences in higher education and suggest future research, including empirical studies.