This study reports preliminary findings on undergraduate students’ perception of the Emergency Remote Teaching (ERT) at the University of Ibadan, Nigeria, during Covid-19. Proportional to size sampling was used in obtaining the sample size of 366, while respondents were selected using convenience sampling. Data collection was through a structured questionnaire containing both open and closed ended questions and data was collected on the factors - attitude, affect, motivation; perceived behavioural control (accessibility, self-efficacy, ease of use,); and cognitive engagement. Findings showed that students’ positive attitude towards face-to-face learning was significantly higher than towards ERT and correlation analysis showed a relationship between preference for face-to-face learning and struggling with ERT. Also, the average difference in students’ motivation for learning before and after commencement of ERT was not statistically significant. Students reported more frequent use of educational technologies after ERT commenced than before and the difference was statistically significant. Increase was reported in all the self-efficacy and cognitive engagement constructs. Positive changes reported were mainly acquisition of additional hobbies as well as business, social and technology skills. Challenges to online learning included poor power supply, cost of data subscription, network disruptions and distractions from family and friends.
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