Główna treść artykułu


The COVID-19 outbreak has had a great impact on our daily lives in many aspects, not least of which includes the education sector. Most governments around the world have decided toclose educational institutions in order to contain the spread of the virus, which has required teachers and students to transform their learning styles from on-campus to online. The previous research reveals that this physical transition from on-campus learning to online learning has brought not only technological considerations, but also changes in students’ experiences, emotions and perspectives, yet few studies have looked specifically into students’ perceptions on their transition to online learning.This qualitative research examines students’ learning experiences of and attitudes towards the transition from campus learning to online learning in the context of COVID-19, by analysing twelve semi-structured interviews with students at a university in Sweden. The interviews were created and conducted by thirteen participant-students, six of whom are also the authors of this research. The data collection, analysis and collaborative writing processes were conducted entirely online. Utilising transformative learning theory, the authors investigated how the participants reflected upon the learning transition and on transforming assumptions and expectations. By examining the interviews through the lens of transformative learning theory, the authors uncovered four important themes: life routine, interaction practices, learning process and self-perception.

Słowa kluczowe

higher education transformative learning theory online learning COVID-19 semistructured interview collaborative work online research .

Szczegóły artykułu

Jak cytować
Ananmalay, V., Benen, D., Luo, J., Machado Da Silva, I., Smith, E., & Taniyama, T. (2022). Perspectives and experiences of international students at a Swedish university during the COVID-19 pandemic. Dyskursy Młodych Andragogów/Adult Education Discourses, (23), 141-161. https://doi.org/10.34768/dma.vi23.630


  1. Al-Tammemi, A.B., Akour, A. & Alfalah, L. (2020) Is It Just About Physical Health? An Online Cross-Sectional Study Exploring the Psychological Distress Among University Students in Jordan in the Midst of COVID-19 Pandemic. Frontiers in Psychology, 11. Available at: https://doi.org/10.3389/fpsyg.2020.562213.
  2. Amir, L.R., Tanti, I., Maharani, D.A., Wimardhani, Y.S., Julia, V., Sulijaya, B. & Puspitawati, R. (2020) Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(1). Available at: https://doi.org/10.1186/s12909-020-02312-0.
  3. Bergdahl, N. & Nouri, J. (2021) Covid-19 and Crisis-Prompted Distance Education in Sweden. Technology, Knowledge and Learning, 26, 443-459. Available at: https://doi.org/10.1007/s10758-020-09470-6.
  4. Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  5. Bray, M., Adamson, B. & Mason, M. (eds.) (2014) Comparative Education Research Approaches and Methods. London: Springer International Publishing.
  6. Bryman, A. (ed.) (2012) Social research methods. Oxford: Oxford University Press.
  7. Bucholtz, M. (2000) The politics of transcription. Journal of Pragmatics, 32(10), 1439-1465.
  8. Cohen, L., Manion, L. & Morrison, K. (eds.) (2018) Research methods in education. London: Routledge.
  9. Folkhälsomyndigheten (2021) The public health agency of Sweden’s regulations and general guidelines relating to everyone’s responsibility to prevent COVID-19 infections [Online]. Available at: https://www.folkhalsomyndigheten.se/the-public-health-agency-of-sweden/communicable-disease-control/covid-19/regulations-and-general-guidelines/ [29.03.2021].
  10. Gautam, D.K. & Gautam, P.K. (2021) Transition to online higher education during COVID-19 pandemic: Turmoil and way forward to developing country of South Asia-Nepal. Journal of Research in Innovative Teaching & Learning, 14(1), 93-111.
  11. Mezirow, J. (2018) Transformative learning theory. In: K. Illeris (ed.) Contemporary Theories of Learning: Learning Theorists. In Their Own Words. London: Routledge, 114-128.
  12. Mezirow, J. & Marsick, V. (1978) Education for Perspective Transformation. Women’s Re-entry Programs in Community Colleges. New York: Columbia University.
  13. Oliver, D.G., Serovich, J.M. & Mason, T.L. (2005) Constraints and opportunities with interview transcription: Towards reflection in qualitative research. Social Forces, 84, 1273-1289.
  14. Orlowski, E.J.W. & Goldsmith, D.J.A. (2020) Four months into the COVID-19 pandemic, Sweden’s prized herd immunity is nowhere in sight. Journal of the Royal Society of Medicine, 113(8), 292-298.
  15. Quintiliani, L., Sisto, A., Vicinanza, F., Curcio, G. & Tambone, V. (2021) Resilience and psychological impact on Italian university students during COVID-19 pandemic. Distance learning and health. Psychology, Health & Medicine, 1-12. Available at: https://doi.org/10.1080/13548506.2021.1891266.
  16. UNESCO (n.d.) Education: From disruption to recovery [Online]. Available at: https://en.unesco.org/covid19/educationresponse [25.01.2021].
  17. World Health Organization (2020) WHO Director-General’s opening remarks at the media briefing on COVID-19 – 11 March 2020 [Online]. Available at: https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020 [12.10.2021].