The Covid-19 pandemic of 2020 transformed the educational spaces and lives of teachers and students worldwide. According to UNESCO (2020), over one and a half billion students around the world were learning remotely in March 2020 due to pandemic concerns. First-year university students in Japan were particularly affected by this, moving from high school to university during this period, and therefore facing multiple challenges. This presentation explores the results of an investigation using videos made by students to record this pivotal time. The participants were asked to create three-minute videos in which they reflected on their experiences of ERTL. The videos were uploaded to the university LMS and permission received for use. They were then analyzed, revealing a continuum of participation, engagement and success. The students were found to own the necessary technology to engage in online learning, negating concerns about a possible digital divide. Significant gaps were revealed, however, in the frequency of use and experience of technology, especially in academic contexts. This led to technostress which was compounded by a lack of technical support. Additionally, strong feelings of disconnection, isolation and lack of community were expressed. Positive aspects of ERTL reported include increased flexibility in terms of time, place, and pace of learning, which contribute to more inclusive learning spaces and increased student control of their learning environments. The students’ insights provide vital information about what is needed to participate and succeed in online educational environments, and implications for education moving forward will be discussed.

UNESCO (2020) https://en.unesco.org/news/unesco-rallies-international-organizations-civil-society-and-private-sector-partners-broad