Due to the COVID-19 pandemic, a massive shift in higher education to emergency remote teaching occurred in March 2020. This sudden shift required faculty to move their courses to an online remote format with little time and training in online pedagogy. Students faced completing their semesters online without much of a choice. As we continue to move into future semesters, higher education institutions will be navigating a mix of online, remote, hybrid, synchronous and asynchronous learning environments, as well as a return to the face-to-face traditional classroom. The question remains about the impact of COVID-19 on the future of higher education. The purpose of this phenomenographic study is to explore undergraduate and graduate students' experiences in online and remote learning environments with a focus on academic emotions. Data is collected through participant generated drawings and semi-structured interviews. Participant generated drawings allow researchers to collect data from the participant perspective and can provide a glimpse into their emotional experiences that may not be easily put into words. Analysis revealed students reported many challenges in online and remote learning including a loss of focus/attention, social disconnection, issues with time management, fatigue, lack of accountability and difficulties retaining what they learned. Collectively, students reported feelings of being overwhelmed, boredom, confusion, and anxiety. Students in this study described an overall negative perception of their experience as they felt they missed out on a true college experience but did appreciate the flexibility and convenience online and remote learning offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]