Student Responses to Changes in Introductory Physics Learning due to COVID-19 Pandemic

Due to the rapidity of the transition to remote learning, instructors had to significantly -- if not completely -- change their instructional style on very short notice. In this study, we report on student experiences and reactions to the switch to emergency remote learning at two large, land-grant, research intensive universities. We aimed to explore how students have received and dealt with the shift to remote learning that began in March 2020, specifically in introductory physics and astronomy courses. To explore how students responded to these changes, we developed and administered a questionnaire gauging the impacts on students' motivation and interactions with their courses, peers, and instructors during the Summer 2020 semester. We also examined how student responses depended on various demographic factors.