The COVID-19 pandemic crisis has led to the shift from in-person education to e-learning in universities. In addition to its many benefits, e-learning also has its own disadvantages that can have detrimental effects on the effectiveness of education during the pandemic in addition to the problems caused by the COVID-19 crisis itself. Therefore, understanding the experiences and challenges of the students of universities can help education authorities in providing appropriate solutions to alleviate some of these problems. To this aim, this qualitative research was conducted using content analysis method. Structured interviews were conducted with 24 students in various undergraduate and graduate programs. Finally, the text of the interviews was analyzed by content analysis using MaxQDA2 software. Four main categories emeraged after data analysus: "Individual barriers to the effectiveness of e-learning" (sub-categories: personality traits, effects of family environment and facilities and resources); "Inefficient education" (sub-categories: quantity, quality, and order of content presentation and evaluation); "Negative consequences"(subcategories: lost identity, psychological stress, conflict in the use of cyberspace; and "Gains" (subcategories: available content, reduced costs, eliminaton of the problems of class attendance, family attendance and spiritual empowerment). Based on the results, students face serious challenges in the family environment and educational centers, and it is necessary to provide effective solutions to solve problems in universities, specifically and in accordance with the structure of their environment.