Elsevier created a free COVID-19 resource center in 2020 to provide English and Mandarin information on the virus. The center grants permission for free access to research in PubMed Central and other repositories. A study explored college students' perceptions of emergency online learning due to the pandemic. Students preferred face-to-face learning over online, and factors like attitude, motivation, self-efficacy, and cognitive engagement influenced their academic performance. Quantitative and qualitative data from 270 students showed that students were more motivated before the pandemic but less so after. They faced challenges like difficulty concentrating at home, lack of social interaction, and limited access to resources. Positive changes included increased family time and new activities. Students reported decreased cognitive engagement and motivation after the transition to online learning. The study highlights the importance of self-efficacy, accessibility, and motivation in online learning. Recommendations include promoting a positive attitude, encouraging self-regulation, and ensuring accessibility. Limitations include the study's focus on a single university and the lack of data on students without internet access. The study concludes that emergency online learning is different from regular online learning and requires careful planning. Future research should explore the impact of inequalities on learning and how the pandemic affected teaching styles. The study emphasizes the need for educators to adapt to students' needs and promote positive attitudes and motivation.Elsevier created a free COVID-19 resource center in 2020 to provide English and Mandarin information on the virus. The center grants permission for free access to research in PubMed Central and other repositories. A study explored college students' perceptions of emergency online learning due to the pandemic. Students preferred face-to-face learning over online, and factors like attitude, motivation, self-efficacy, and cognitive engagement influenced their academic performance. Quantitative and qualitative data from 270 students showed that students were more motivated before the pandemic but less so after. They faced challenges like difficulty concentrating at home, lack of social interaction, and limited access to resources. Positive changes included increased family time and new activities. Students reported decreased cognitive engagement and motivation after the transition to online learning. The study highlights the importance of self-efficacy, accessibility, and motivation in online learning. Recommendations include promoting a positive attitude, encouraging self-regulation, and ensuring accessibility. Limitations include the study's focus on a single university and the lack of data on students without internet access. The study concludes that emergency online learning is different from regular online learning and requires careful planning. Future research should explore the impact of inequalities on learning and how the pandemic affected teaching styles. The study emphasizes the need for educators to adapt to students' needs and promote positive attitudes and motivation.