Abstract

Introduction. In October 2019, the 18/10 social uprising disrupted routine activities in Chile, leading Higher Education Institutions (HEIs) to adopt online learning, a transition that was intensified by the COVID-19 pandemic. This study focuses on the experience of students and academic staff of the Medical Technology and Obstetrics and Childcare programs at the University ofValparaiso in the face of the forced implementation of online learning during the pandemic. Methodology.The research team conducted and qualitatively analyzed ten semi-structured interviews (four with students and six with academic staff members). Results. Coincidentally, students and academic staff reported experiencing nervousness, frustration, anguish, anxiety, and stress, expressing the need to take emotional wellbeing into account during change processes and to recognize how such experiences can affect the teaching and learning process and work adaptation, among others. The study highlights the similarity of experiences found in other contexts, as well as the importance of preparation and ongoing support to address future challenges in the context of online learning and in the face of contingent scenarios such as a pandemic. Conclusions. The information gathered is useful for understanding and strengthening transformative educational processes, especially in contexts of change, discussing post-pandemic online learning, and providing a background for decision-making.