This dissertation examines the discourses surrounding remote learning during the initial stages of the COVID-19 pandemic through Twitter conversations. Employing a Critical Discourse Analysis informed by Michel Foucault's theories of discourse and power, this study explores how the pandemic has transformed educational interactions over social media platforms. It particularly focuses on the relationships between language, power, and social structures, highlighting the transformative potentials of remote learning amidst a global crisis. The research reveals how discourse on Twitter reflects broader societal and cultural dynamics, serving as a microcosm of the shifts within the educational sector. Analysis of Twitter threads, retweets, and mentions uncovers the power dynamics, challenges, and the evolving nature of discourse concerning remote learning. By scrutinizing the dominant and marginal narratives that emerged during the pandemic, this study offers insights into the ways educational practices adapted to unprecedented circumstances, emphasizing the importance of technology in facilitating these changes. Moreover, this study situates its findings within the broader theoretical frameworks of Foucault's concepts of discourse and Fairclough's principles of Critical Discourse Analysis. It argues that remote learning during the pandemic was not only a logistical shift but also a discursive transformation in education that could have long-lasting effects on pedagogical practices. The conclusions drawn from this research aim to contribute to the ongoing discussions on educational equity, the digital divide, and the future of learning environments. [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.]