This study explores college students' perceptions of their adoption, use, and acceptance of emergency online learning during the COVID-19 pandemic. The research, conducted by A. Patricia Aguilera-Hermida, examines factors such as attitude, affect, motivation, perceived behavioral control, and cognitive engagement. Data were collected from 270 students through a quantitative and qualitative questionnaire. Key findings include: 1. **Attitude, Affect, and Motivation**: Students preferred face-to-face learning over online learning and reported a decrease in motivation after the transition to online learning. 2. **Perceived Behavioral Control**: Students reported increased use of educational technology but a decrease in self-efficacy and accessibility, particularly for those living with multiple people. 3. **Cognitive Engagement**: Students reported a decrement in cognitive engagement, including knowledge, concentration, engagement, attendance, and interest. 4. **Qualitative Data**: Students identified challenges such as difficulty concentrating at home, lack of interaction with professors and peers, and emotional challenges like anxiety and stress. 5. **Positive Aspects**: Some students reported increased family time, personal improvement, and new activities as positive aspects of the pandemic. The study suggests that promoting a positive attitude, enhancing self-efficacy, and improving accessibility are crucial for better student adoption and acceptance of emergency online learning. However, the findings also highlight the need for further research to address inequalities and the long-term impacts of the pandemic on students' learning experiences.This study explores college students' perceptions of their adoption, use, and acceptance of emergency online learning during the COVID-19 pandemic. The research, conducted by A. Patricia Aguilera-Hermida, examines factors such as attitude, affect, motivation, perceived behavioral control, and cognitive engagement. Data were collected from 270 students through a quantitative and qualitative questionnaire. Key findings include: 1. **Attitude, Affect, and Motivation**: Students preferred face-to-face learning over online learning and reported a decrease in motivation after the transition to online learning. 2. **Perceived Behavioral Control**: Students reported increased use of educational technology but a decrease in self-efficacy and accessibility, particularly for those living with multiple people. 3. **Cognitive Engagement**: Students reported a decrement in cognitive engagement, including knowledge, concentration, engagement, attendance, and interest. 4. **Qualitative Data**: Students identified challenges such as difficulty concentrating at home, lack of interaction with professors and peers, and emotional challenges like anxiety and stress. 5. **Positive Aspects**: Some students reported increased family time, personal improvement, and new activities as positive aspects of the pandemic. The study suggests that promoting a positive attitude, enhancing self-efficacy, and improving accessibility are crucial for better student adoption and acceptance of emergency online learning. However, the findings also highlight the need for further research to address inequalities and the long-term impacts of the pandemic on students' learning experiences.