Student Experiences in Technology-Infused Learning Contexts: An Interpretative Phenomenological Analysis Exploration

During the COVID-19 pandemic in 2020, high-achieving students appeared to feel dissatisfied with their learning experiences in a higher education setting. This study gives voice to the experiences and perceptions of students to decipher that dissatisfaction.

Utilising an Interpretative Phenomenological Analysis (IPA) approach, data were gathered from 11 university students through think alouds and focus groups, to discuss their uses of digital technologies in learning, their impact on the learning experience, and student experiences within Technology Infused Learning Contexts (TILCs). These discussions revealed that TILCs are shaped by a complex interplay of micro, meso, and macro-level factors, including the pandemic's context, institutional influences, and the pivotal role of technologies in both formal and informal learning settings.

The study uncovers how these factors affect students' abilities to balance work, life, and study, leading to a perception of threats to student autonomy and contributing toward negative learning experiences. The research also addresses the conceptualisation of 'accessibility' and the implementation of accommodations in TILCs, identifying issues of consistency, choice, and consideration across courses.

The findings highlight how student relationships with subject, peers, instructors, and self are affected by the dynamics of technology infused learning environments. The study contributes critical insights into the emerging 'next normal' of higher education, emphasising the value of student-centric research in informing evidence-based educational policy and fostering engaging, positive learning experiences.

This research paves the way for future investigations into the phenomenon through natural science lenses, promoting a deeper understanding of the impact on student success and wellbeing, and a prioritisation of student experiences in the conceptualisation of future ‘normals’ in higher education settings.