Understanding the Experience of Digital Learning

A study of LJMU international postgraduate management students

Abstract

The transition to digital learning has created  global disruption, enhancing learning flexibility, and accessibility. Despite its benefits, challenges persist, particularly regarding its impact on students' mental health in universities. This study investigates the digital learning experience and its effects on the mental well-being of international tertiary students in the UK, focusing on identifying challenges and coping strategies associated with digital learning platforms.  Specifically, it examines MSc students at Liverpool John Moores University (LJMU), utilizing qualitative interviews with eight participants enrolled in one-year and two-year management programmes. Thematic analysis of the data provided several key findings which have implications for how higher education instutions foster academic inclusivity, equality and diversity, particularly,  but not exclusively with respect to international students.  Firstly, the challenges students experienced had an impact on their academic performance.  Secondly, these experiences had cognitive and physical manifestations that affected students’ overall well-being.  Thirdly, students adopted a range of coping strategies to mitigate the impact of the challenges.  The results provide practical suggestions for interventions that might improve the digital learning experience for international students.