  As a result of the spread of COVID-19 during spring 2020, many colleges and
universities across the US, and beyond, were compelled to move entirely to
remote, online instruction, or shut down. Due to the rapidity of this
transition, instructors had to significantly -- if not completely -- change
their instructional style on very short notice. Our purpose with this paper is
to 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. By providing timely student feedback, we hope to help
instructors tune their efforts to build a more effective remote learning
environment.
