The Experiences of International Students Studying In Higher Education In New Zealand During Covid 19 Lockdowns: Challenges And Opportunities

Abstract

The unexpected COVID-19 pandemic that swept the world in early 2020 affected a wide range of industries including higher education, which has traditionally required considerable face-to-face contact in large class settings. While interacting online has become a common mode of communication and study, the extent of the sudden shift in learning patterns in this context made online learning an immediate and new experience for many university students. International students live and study using a non-native language in an unfamiliar environment, and were also required to adapt to this sudden change of learning mode. International students, who travelled to New Zealand to experience a different culture and study, came to a foreign country to study alone. During the initial stages of the worldwide pandemic, the sudden city-wide lockdowns prevented international students from going to campus to study and performing their usual activities, and instead, students had to study online at home. While online learning is commonly used in higher education, online learning as the sole medium of instruction is rare. While there are a growing number of studies investigating online learning in higher education during the lockdowns in 2020 as a result of COVID-19, there is little research on the online learning experiences of international students during that period. This study examines the impact of the COVID-19 pandemic on international students’ experiences of online learning in a higher education setting. A mixed-methods approach investigated the challenges and opportunities of impacted international students in New Zealand. A quantitative questionnaire survey of 69 participants and in-depth qualitative interviews with five students provided an opportunity to establish a deeper and comprehensive understanding of students’ perceptions of online learning during COVID-19 lockdowns. The results showed that social and academic interaction with lecturers and peers was important for international students when forced to learn online during the pandemic. Students’ self-motivation was variable and their levels of anxiety influenced their ability to study online during lockdowns. In addition, ―pace‖ and students’ perceived ―value for money‖ from the university experience was highlighted. This study will inform academics in higher education about the important factors and challenges that influence the support of students who are learning online to inform future teaching practice and decision-making in universities.