The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic SARS-CoV-2, or more commonly known as COVID-19, caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change to convert entire courses to emergency remote teaching caused distress for not only educators, but also students as they had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research examined the impact on perceived student engagement as a result of the sudden change, and how students in higher education in Finland (n = 121) and Thailand (n = 137) responded to this change. One of the primary findings of the research was that students in Thailand indicated difficulties completing group assignments digitally, while, contrary to that finding, students in Finland consented to ease in digital collaboration concerning their group works. As a logical next step, it is recommended to conduct qualitative research to gain a more comprehensive insight into how the views on this particular statement differed significantly between both focus groups of students.

从对紧急远程教学（物理课堂教学的突然转变ERT）高等教育前所未有的全球大流行期间，SARS -CoV-2，或更普遍称为COVID-19，引起了学生和教育工作者的学习环境的突然变化。将整个课程转换为紧急远程教学的颠覆性变革不仅给教育工作者带来了困扰，也给学生带来了困扰，因为他们几乎没有时间适应新环境。虽然将技术嵌入课堂并不是一个新概念，但这项定量研究调查了突然变化对感知学生参与度的影响，以及芬兰（n = 121）和泰国（n = 137) 回应了这一变化。该研究的主要发现之一是，泰国学生表示难以以数字方式完成小组作业，而与该发现相反，芬兰学生同意在他们的小组作业中简化数字协作。