Since the onset of the COVID-19 pandemic, "Emergency Remote Teaching through Online Learning" "(ERT-OL") has become the prevalent form of learning at many universities worldwide. At the same time, voices around the world have pointed to "difficulties" in online learning in general and to concerns regarding "educational equity" in particular. The current study sought to increase knowledge about specific "hindering elements" in ERT-OL and about the relationships between these elements from the standpoint of the following "equity factors"--"socioeconomic status," "language," and "juggling" among students who are also parents or working. To this end, the study analyzed 154 open-ended textual statements concerning the difficulties perceived by students at a university in Israel. The qualitative thematic analysis generated a "map" of hindering elements categorized in terms of a) "processes": technology, pedagogy, content, situation and individual characteristics, and b) "outcomes": cognitive, affective, social, and physical. The map revealed a mesh of intricate mediating and moderating links whose effect can intensify for each equity factor. On the positive side, seeds of mitigating strategies emerged as well. The study advances knowledge regarding ERT-OL hindering elements and their relationships and provides a better understanding of how these debilitating relationships may be exacerbated when equity factors are considered. Researchers and teachers interested in ERT-OL or in "normal" online learning in the future can use the map as a "research and teaching framework" to identify inequities and prevent further gaps.