Remote University Teaching During the Pandemic: How Were Interactions Between Teachers and Students Affected?
This article presents the results of an exploratory study aiming to describe and understand the interactions between teachers and students in an emergency remote teaching setting. The perceptions of Canadian university teachers (n = 84) were collected through an anonymous online questionnaire. Using descriptive statistics, we can confirm that the quantity and quality of interactions were affected in 68% and 52% of responses, respectively. Additionally, a thematic analysis of the comments reveals an original classification of factors that can affect interactions.