The challenge of moving learning programs to online mode doesn’t give trainers and teachers enough time to design their programs leading instructional design quality criteria. Authors of this article define Emergency Remote Teaching as a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances, share their thoughts about the evaluation of emergency teaching, and consider learning as both a social and a cognitive process, not merely a matter of information transmission. In the end, you will find some links that will be helpful for deep learning.