From real to virtual mobility: Erasmus students’ transition to online learning amid the COVID-19 crisis

Kóris, Rita; Díaz, Francisco Javier Mato; Hernández-Nanclares, Núria

doi:10.1177/14749041211021247

Cited by 41 publications

(26 citation statements)

References 30 publications

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“…Furthermore, the role of online social connections was also viewed as important for student well-being by both staff and students, including online exercise classes, conversations with family and friends, as well as events organised at a university level. The literature suggests that social connections are particularly important psychosocial resources for international students adapting to life in a new country [41]. International students share similar characteristics, regardless of their cultural and ethnic background, and are, therefore, more likely to form social connections with other international students [42].…”

Section: Discussionmentioning

confidence: 99%

“…International students already face stressors related to studying abroad, including educational difficulties, loneliness, and practical problems associated with changing environments [41]. Although international students are more likely to experience issues with mental health, they are less likely than home students to seek help from the university [47].…”

Section: Discussionmentioning

confidence: 99%

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Exploring the Psychological Impacts of COVID-19 Social Restrictions on International University Students: A Qualitative Study

Al-Oraibi

Fothergill

Yıldırım

et al. 2022

IJERPH

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The global COVID-19 pandemic has impacted on the mental well-being of university students, but little attention has been given to international students, who may have a unique experience and perspective. The aim of this study was to explore the views of international students and university staff towards COVID-19 restrictions, self-isolation, their well-being, and support needs, through eight online focus groups with international students (n = 29) and semi-structured interviews with university staff (n = 17) at a higher education institution in England. Data were analysed using an inductive thematic approach, revealing three key themes and six subthemes: (1) practical, academic, and psychological challenges faced during self-isolation and the COVID-19 pandemic; (2) coping strategies to self-isolation and life during the pandemic; and (3) views on further support needed for international students. International students faced practical, academic, and psychological challenges during the COVID-19 pandemic, particularly relating to the rapid transition to online learning and the impact of social restrictions on integration with peers and well-being. Online social connections with peers, family, or new acquaintances reduced feelings of isolation and encouraged involvement in university life. Despite raising mental health concerns, most international students did not access mental health support services. Staff related this to perceived stigma around mental health in certain cultural groups. In conclusion, international students experienced specific practical and emotional challenges during the pandemic, and are at risk of mental ill-health, but may not actively seek out support from university services. Proactive and personalised approaches to student support will be important for positive student experiences and the retention of students who are studying abroad in the UK higher education system.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Exploring the Psychological Impacts of COVID-19 Social Restrictions on International University Students: A Qualitative Study

Al-Oraibi

Fothergill

Yıldırım

et al. 2022

IJERPH

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“…There is some research, which indicates that there was a massive turning to online distance learning during COVID-19 pandemic without a proper consideration of several technological and human factors ( Koris et al, 2021 ; Mpungose, 2020 ; Turnbull et al, 2021 ). Evidence exists to show that most HEIs in developing countries had not explored fully the possible technological solutions to allow students to learn remotely during COVID-19 pandemic ( Ndzinisa and Dlamini, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Constraints of transition to online distance learning in Higher Education Institutions during COVID-19 in developing countries: A systematic review

Ndibalema

2022

E-Learning and Digital Media

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This paper addresses the paradox of transition to online distance learning during COVID-19 pandemic in Higher Education Institutions (HEIs) in developing countries. The systematic review methodological procedures were employed to draw some limitations and possible opportunities that may inform future practices on online distance learning. The findings reveal several limitations such as digital inequalities, lack of reliable internet access, low readiness and technological competence among instructors and students, and limited availability of digital solutions. The findings also reveal that most students faced social emotional challenges due to rapid and blind transition to online distance learning. It was concluded that most limitations were due to lack of digital culture even before the outbreak of COVID-19 pandemic. It is recommended that deliberate investment should be made to promote digital culture and equity. Further possible areas for research recommended in this paper include exploration of digital inclusion among marginalized groups in developing countries.

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“…Recent publications show awareness of this situation in terms of its impact and possible future projections, opportunities, actions, and outcomes, but again focus on higher education levels [42,43] and even consider a that transition to virtual mobility [44].…”

Section: Discussionmentioning

confidence: 99%

Analysis and Assessment of New Permanent Teacher Training Activities under the Erasmus+ Program from the Perspective of the Participants of Spain in Times of COVID-19

Salcedo-López

Cuevas-López

2021

Sustainability

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The Erasmus+ program (2014–2020) is one of the main initiatives developed by the European Commission in the field of education and is the final joint evolution of other minor and prior actions that provide schools and teachers with funding to carry out international mobility projects with a variety of formative activities. The benefits of carrying out international mobility activities to strengthen student learning and teacher training are well known and have been researched or reported even from the early stages of a program that was born back in the 1980s but has always been focused on the university level. When considering teachers at early levels (schools and high schools), the 2014–2020 Erasmus+ program was the main source of funding to grant Spanish teachers permanent training activities abroad with a direct positive impact on their careers. The year 2020 is the last year of the first evolution of the Erasmus+ program, which has been renewed, extended, and strengthened for a new six-year term (2021–2027). However, 2020 has also been a significant year. The COVID-19 global pandemic continues to affect the mobility of citizens within the different territories of the union and, thus, have a direct negative impact on international teacher and student mobility. Being 2020 the end of a cycle and a critical moment, it is the perfect time to conduct an analysis of the data associated with the participation of teachers and schools in Spain, their perceptions of the program, the different activities carried out, and the impact of the pandemic. This research study is based on an analysis of an opinion survey through a nationwide sample of teachers participating in KA101 Erasmus+ projects. This paper gathers and presents data and conclusions using information previously not available that most of the time is published in official reports globally without considering the particularities of the different states of the European Union.

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From real to virtual mobility: Erasmus students’ transition to online learning amid the COVID-19 crisis

Cited by 41 publications

References 30 publications

Exploring the Psychological Impacts of COVID-19 Social Restrictions on International University Students: A Qualitative Study

Exploring the Psychological Impacts of COVID-19 Social Restrictions on International University Students: A Qualitative Study

Constraints of transition to online distance learning in Higher Education Institutions during COVID-19 in developing countries: A systematic review

Analysis and Assessment of New Permanent Teacher Training Activities under the Erasmus+ Program from the Perspective of the Participants of Spain in Times of COVID-19

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