The COVID-19 pandemic situation has pushed many higher education institutions into a fast-paced, and mostly unstructured, emergency remote education process. In such an unprecedented context, it is important to understand how technology is mediating the educational process and how teachers and students are experiencing the change brought by the pandemic. This research aims to understand how the learning was mediated by technology during the early stages of the pandemic and how students and teachers experienced this sudden change. Data were collected following a qualitative research design. Thirty in-depth and semi-structured interviews (20 students and 10 teachers) were obtained and analysed following a thematic analysis approach. Results provide evidence on the adoption of remote education technologies due to the pandemic with impacts on the education process, ICT platforms usage and personal adaptation. The emergency remote education context led to mixed outcomes regarding the education process. Simultaneously, ICT platforms usage was mostly a positive experience and personal adaptation was mostly a negative experience. These results bring new insights for higher education organizations on actions they could take, such as curating the learning experience with standard, institutional-wide platforms, appropriate training for students and teachers, and suitable remote evaluation practices.

中文翻译：

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COVID-19大流行期间高等教育学生和教师紧急远程教育体验的探索性研究

COVID-19 大流行情况已将许多高等教育机构推入了一个快节奏且大多是非结构化的紧急远程教育过程。在这样一个前所未有的背景下，重要的是要了解技术如何调解教育过程，以及教师和学生如何体验大流行带来的变化。这项研究旨在了解在大流行的早期阶段，学习是如何通过技术来调节的，以及学生和教师如何经历这种突然的变化。数据是按照定性研究设计收集的。按照主题分析方法，获得并分析了 30 次深度和半结构化访谈（20 名学生和 10 名教师）。结果提供了有关由于大流行而采用远程教育技术对教育过程、ICT平台使用和个人适应产生影响的证据。紧急远程教育背景导致教育过程的结果喜忧参半。同时，ICT平台的使用主要是一种积极的体验，而个人适应主要是一种消极的体验。这些结果为高等教育组织可以采取的行动带来了新的见解，例如使用标准的全机构平台来管理学习体验，对学生和教师进行适当的培训，以及合适的远程评估实践。ICT平台的使用主要是一种积极的体验，而个人适应主要是一种消极的体验。这些结果为高等教育组织可以采取的行动带来了新的见解，例如使用标准的全机构平台来管理学习体验，对学生和教师进行适当的培训，以及合适的远程评估实践。ICT平台的使用主要是一种积极的体验，而个人适应主要是一种消极的体验。这些结果为高等教育组织可以采取的行动带来了新的见解，例如使用标准的全机构平台来管理学习体验，对学生和教师进行适当的培训，以及合适的远程评估实践。