International Students’ Experience of Remote Teaching and Learning in Portugal
This article analyzes international students’ assessment of remote teaching and learning (T&L) during the second year of the COVID-19 pandemic in Portugal. While all students have suffered the consequences of campus lockdowns and distance teaching, international students represent a particularly...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
De Gruyter
2023-06-01
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| Series: | Open Education Studies |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/edu-2022-0190 |
| _version_ | 1797788981232926720 |
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| author | Aguiar Joyce Sin Cristina Tavares Orlanda |
| author_facet | Aguiar Joyce Sin Cristina Tavares Orlanda |
| author_sort | Aguiar Joyce |
| collection | DOAJ |
| description | This article analyzes international students’ assessment of remote teaching and learning (T&L) during the second year of the COVID-19 pandemic in Portugal. While all students have suffered the consequences of campus lockdowns and distance teaching, international students represent a particularly vulnerable group since, even under normal circumstances, they already have to deal with the challenges of new academic and living conditions. In Portugal, most international students come from Portuguese-speaking (designated as Lusophone) countries. Students’ experiences were gathered via an online cross-sectional survey (N = 672), and the quantitative analysis compared Lusophone and non-Lusophone students and undergraduate and postgraduate students. Non-Lusophone students were more negative about remote education than Lusophone ones, being less interested in continuing to study online and giving a more negative assessment of the T&L experience than their counterparts. For them, cultural immersion is probably as important as degree attainment. Postgraduate students reported a lesser increase in study time and rated the pedagogical aspects better than undergraduate students, which suggests, by comparison, a better adaptation to the remote regime. Implementing flexible and hybrid education solutions is critical to maintaining international students’ interest. |
| first_indexed | 2024-03-13T01:44:17Z |
| format | Article |
| id | doaj.art-03a5661c267446ab8a619db7c54c5ca8 |
| institution | Directory Open Access Journal |
| issn | 2544-7831 |
| language | English |
| last_indexed | 2024-03-13T01:44:17Z |
| publishDate | 2023-06-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Open Education Studies |
| spelling | doaj.art-03a5661c267446ab8a619db7c54c5ca82023-07-03T10:19:14ZengDe GruyterOpen Education Studies2544-78312023-06-015158258810.1515/edu-2022-0190International Students’ Experience of Remote Teaching and Learning in PortugalAguiar Joyce0Sin Cristina1Tavares Orlanda2Centre for Research in Higher Education Policies, Matosinhos, PortugalCeiED - Interdisciplinary Research Centre for Education and Development, Lusófona University, Lisbon, PortugalCeiED - Interdisciplinary Research Centre for Education and Development, Lusófona University, Lisbon, PortugalThis article analyzes international students’ assessment of remote teaching and learning (T&L) during the second year of the COVID-19 pandemic in Portugal. While all students have suffered the consequences of campus lockdowns and distance teaching, international students represent a particularly vulnerable group since, even under normal circumstances, they already have to deal with the challenges of new academic and living conditions. In Portugal, most international students come from Portuguese-speaking (designated as Lusophone) countries. Students’ experiences were gathered via an online cross-sectional survey (N = 672), and the quantitative analysis compared Lusophone and non-Lusophone students and undergraduate and postgraduate students. Non-Lusophone students were more negative about remote education than Lusophone ones, being less interested in continuing to study online and giving a more negative assessment of the T&L experience than their counterparts. For them, cultural immersion is probably as important as degree attainment. Postgraduate students reported a lesser increase in study time and rated the pedagogical aspects better than undergraduate students, which suggests, by comparison, a better adaptation to the remote regime. Implementing flexible and hybrid education solutions is critical to maintaining international students’ interest.https://doi.org/10.1515/edu-2022-0190covid-19emergency remote teachingforeign studentshigher educationlusophone countries |
| spellingShingle | Aguiar Joyce Sin Cristina Tavares Orlanda International Students’ Experience of Remote Teaching and Learning in Portugal Open Education Studies covid-19 emergency remote teaching foreign students higher education lusophone countries |
| title | International Students’ Experience of Remote Teaching and Learning in Portugal |
| title_full | International Students’ Experience of Remote Teaching and Learning in Portugal |
| title_fullStr | International Students’ Experience of Remote Teaching and Learning in Portugal |
| title_full_unstemmed | International Students’ Experience of Remote Teaching and Learning in Portugal |
| title_short | International Students’ Experience of Remote Teaching and Learning in Portugal |
| title_sort | international students experience of remote teaching and learning in portugal |
| topic | covid-19 emergency remote teaching foreign students higher education lusophone countries |
| url | https://doi.org/10.1515/edu-2022-0190 |
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