Transitioning from face-to-face classes to emergency remote learning

Abstract
 The COVID-19 pandemic forced higher education institutions to pivot their traditional face-to-face teaching emergency remote (ERT), causing a shift in delivery modalities. Recent studies have described ERT's existing experiences as an emerging transitioning methodological alternative comply with the social distancing and safety guidelines stipulated globally. This research study merges data from two sources convergent parallel mixed method design. Thus, presents systematization of action plan undergone by faculty authorities Universidad Nacional Costa Rica follow-up trace analysis newcomer's Bachelor major English Teaching Foreign Language at school Literature Sciences (ELCL, Spanish initials) during first term 2020. Results evince students' experience tech possibilities, electronic device ownership, healthy, economic, social, or physical learning setting issues. Lastly, researchers propose empathetic design thinking further determine where integrate technology BA TEFL major.
 
 Keywords: pandemic, teaching, newcomer experiences, education