The aim of the study was to investigate the different views of educators and students on Forced Online Distance Education during the Corona virus disease 2019 (COVID-19) lock-down. Such differences in views can be a source of misunderstanding, leading to unintended side effects. Online open-ended surveys resulted in 1341 comments received from 210 university educators and 347 students. The coding, based on the principles of Grounded Theory, resulted in 35 concepts, organized into 6 categories. The main findings were that students and educators shared most of the negative and positive views; however, there exist unique views that are not shared between the two groups. The negative views outweigh the positive ones, and educators are more negative than students. The category 'Perceived usefulness' is the most positive and 'Technology' the most negative category. Positive views were attributed to the quality of life, not the quality of the study. The most important contribution of the work to the existing body of knowledge is the comparative analysis of the unconstrained views of students and their educators about Online Learning Environments (OLE) as the workhorse of Forced Online Distance Education (FODE). The results of this study can be helpful for institutional evaluators, since they reveal undesirable side effects that are usually overlooked. The study brings a new, deeper look at Forced Online Distance Education and the non-neutral role of digital technology in it.

该研究的目的是调查在 2019 年冠状病毒病 (COVID-19) 封锁期间教育工作者和学生对强制在线远程教育的不同看法。这种观点上的差异可能是误解的根源，导致意想不到的副作用。在线开放式调查收到了来自 210 名大学教育工作者和 347 名学生的 1341 条评论。基于扎根理论原则的编码产生了 35 个概念，分为 6 个类别。主要调查结果是学生和教育工作者分享了大部分消极和积极的观点；但是，存在两个群体之间不共享的独特观点。负面观点多于正面观点，教育者比学生更消极。“感知有用性”类别是最积极的，“技术”类别 最负面的类别。积极的观点归因于生活质量，而不是研究质量。这项工作对现有知识体系的最重要贡献是比较分析了学生及其教育工作者关于在线学习环境 (OLE) 作为强制在线远程教育 (FODE) 的主力的不受约束的观点。这项研究的结果可能对机构评估者有所帮助，因为它们揭示了通常被忽视的不良副作用。该研究对强制在线远程教育以及数字技术在其中的非中立作用进行了新的、更深入的研究。这项工作对现有知识体系的最重要贡献是比较分析了学生及其教育工作者关于在线学习环境 (OLE) 作为强制在线远程教育 (FODE) 的主力的不受约束的观点。这项研究的结果可能对机构评估者有所帮助，因为它们揭示了通常被忽视的不良副作用。该研究对强制在线远程教育以及数字技术在其中的非中立作用进行了新的、更深入的研究。这项工作对现有知识体系的最重要贡献是比较分析了学生及其教育工作者关于在线学习环境 (OLE) 作为强制在线远程教育 (FODE) 的主力的不受约束的观点。这项研究的结果可能对机构评估者有所帮助，因为它们揭示了通常被忽视的不良副作用。该研究对强制在线远程教育以及数字技术在其中的非中立作用进行了新的、更深入的研究。