  In Spring 2020, the world moved from traditional classes to what was coined
as ERL (Emergency Remote Teaching, Learning, Instruction), posing real
challenges to all actors involved, requiring an immediate, unprecedented, and
unplanned devising of mitigation strategies. The impacts of this transition
cannot, however, be studied only at the educational level, as it consists of a
broader social shift with multidomain repercussions. In this paper, we use the
CIPP model (Context, Input, Process and Product evaluations) to further
investigate interrelations among the context, input and process elements of ERL
during the first wave of COVID-19, as the second wave presses towards
reconfining. A correlation analysis of 46 variables, based students responses
(N=360) to a closed-ended questionnaire shows the crucial importance of
motivation and engagement in online classes, as learning enablers or
constrainers. These also shape the students perception of the role that online
classes play in helping them to stay more positive during ERL.
