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In the Summer of 2020, as COVID-19 limited in-person research opportunitiesand created additional barriers for many students, institutions either canceledor remotely hosted their Research Experience for Undergraduates (REU) programs.The present longitudinal qualitative phenomenographic study was designed toexplore some of the tools, communities, norms, and division of labor that makeup the remote research program and some of the possible limitations,challenges, and outcomes of this remote experience. Within the context of theundergraduate research program, the paper makes a comparison between outcomesof the remote and in-person research experience. Overall, 94 interviews wereconducted with paired participants; mentees (N=10) and mentors (N=8) from sixdifferent REU programs. By drawing on Cultural-Historical Activity Theory as aframework, our study has explained the remote format has not opened a gapbetween mentees' research and academic objectives from the REU program and whatthey got at the end. All mentees reported that this experience was highlybeneficial. Comparisons between the outcomes of the remote REU and thepublished outcomes of in-person UREs revealed many similar benefits ofundergraduate research. Our study suggests that remote research programs couldbe considered as a means to expand access to research experiences for somestudents even after COVID-19 restrictions are lifted.

Toward a Longitudinal Multifaceted View of Remote Undergraduate Research  Experiences During the COVID-19 Pandemic: The perspectives of doing research  online