Cross-cultural Online Learning under the Impact of the COVID-19 Pandemic--An Exploration of the Perspectives of Chinese International Students Participating U.K.-Based Online Courses in Higher Education

Xingyu Liu

《International Journal of Social Science and Education Research》 5卷12期 (2022/12) Pp. 254-293

https://doi.org/10.6918/IJOSSER.202212_5(12).0037

摘要

The impact of the covid‐19 pandemic on the education sector is unprecedented. This hitherto unprecedented educational experiment is practiced in the field of higher education. This study aims to focus on the experiences of Chinese international students participating in U.K.‐Based online courses in higher education under the influence of covid‐19, exploring the difficulties and challenges they encounter in cross‐cultural online learning and the factors that influence their online learning through the perspective of international online students. Using a qualitative research approach, this study conducted semi‐structured interviews with nine undergraduate and postgraduate students who were studying at the University of Birmingham in the UK during the covid‐19 pandemic and used thematic analysis to analyse the interview data. The results show that the majority of Chinses international students perceived the sudden transition to online learning as successful, but at the same time faced various difficulties and challenges, such as content perception and comprehension, academic and psychological stress. Factors affecting online learning included self‐management, language skills, internet and technical support. The conclusions suggest that students and teachers should change their roles in online learning and focus on the effectiveness of online course content, interaction and post‐course feedback.

關鍵字

Higher education ； Covid‐19 ； Cross‐cultural course ； Online learning

參考文獻

R. Khalil et al., “The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: A qualitative study exploring medical students’ perspectives,” BMC Med Educ, vol. 20, no. 1, pp. 1–10, 2020, doi: 10.1186/s12909-020-02208-z.

B. Rangiwai, B. Simati-Kumar Chand, and R. Mataroa, “The impacts of COVID-19 on the 2020 cohort of the Master of Applied Indigenous Knowledge programme at Te Wānanga o Aotearoa in Māngere,” Te Kaharoa, vol. 15, no. 1, 2020, doi: 10.24135/tekaharoa.v15i1.301.

J. Demuyakor, “Coronavirus (COVID-19) and Online Learning in Higher Institutions of Education: A Survey of the Perceptions of Ghanaian International Students in China,” Online J Commun Media Technol, vol. 10, no. 3, p. e202018, 2020, doi: 10.29333/ojcmt/8286.

A. G. Picciano, “Theories and frameworks for online education: Seeking an integrated model.,” Online Learning, vol. 21, no. 3, pp. 166–190, 2017.

W. Bao, “COVID‐19 and online teaching in higher education: A case study of Peking University,” Hum Behav Emerg Technol, vol. 2, no. 2, pp. 113–115, 2020.