This phenomenological study investigates the lived experiences of Chinese international students during the initial outbreak of the COVID-19 pandemic. It aims to delve into how these individuals articulate their experiences during the pandemic, with a particular focus on how their geographical location influenced their experiences. To achieve this, the study employs an innovative approach, integrating a phenomenological method with comparative analysis to elucidate the similarities and differences between students who remained in the US and those who returned to China.
The analysis identified four principal themes among students in the US: 1) Online Learning Challenges, (2) Social Life Adaptation, (3) Self-Coping and Entertainment, and (4) Support and Resource Needs. Conversely, three themes emerged for students in China: (1) Online Learning Challenges, (2) Social Life Adaptation, and (3) Opportunities for Development. While certain experiences, such as (1) Online Learning Challenges, (2) Impact on Academic Discipline, (3) Technological Challenges, (4) Communication Challenges within School, and (5) Reflections on Decision, were common across both groups, distinct differences were observed in several areas, including (1) Social Life and Interaction, (2) Self-Care and Entertainment, (3) Racism and Safety Concerns, and (4) Reflection and Personal Growth.
This study pioneers in exploring Chinese international students’ experiences across different locations, offering insights for educators to enhance teaching and support strategies. As online learning solidifies its role, this study’s findings can equip future students with essential guidelines for navigating university life in the US, aiming for better academic and personal outcomes.
","abstract_html":"<p>This phenomenological study investigates the lived experiences of Chinese international students during the initial outbreak of the COVID-19 pandemic. It aims to delve into how these individuals articulate their experiences during the pandemic, with a particular focus on how their geographical location influenced their experiences. To achieve this, the study employs an innovative approach, integrating a phenomenological method with comparative analysis to elucidate the similarities and differences between students who remained in the US and those who returned to China.</p> <p>The analysis identified four principal themes among students in the US: 1) Online Learning Challenges, (2) Social Life Adaptation, (3) Self-Coping and Entertainment, and (4) Support and Resource Needs. Conversely, three themes emerged for students in China: (1) Online Learning Challenges, (2) Social Life Adaptation, and (3) Opportunities for Development. While certain experiences, such as (1) Online Learning Challenges, (2) Impact on Academic Discipline, (3) Technological Challenges, (4) Communication Challenges within School, and (5) Reflections on Decision, were common across both groups, distinct differences were observed in several areas, including (1) Social Life and Interaction, (2) Self-Care and Entertainment, (3) Racism and Safety Concerns, and (4) Reflection and Personal Growth.</p> <p>This study pioneers in exploring Chinese international students’ experiences across different locations, offering insights for educators to enhance teaching and support strategies. As online learning solidifies its role, this study’s findings can equip future students with essential guidelines for navigating university life in the US, aiming for better academic and personal outcomes.</p>","abstract_has_math":false,"creators":["Wu, Linlin"],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Robyn Thomas Pitts","P. Bruce Uhrmacher","Ruth Chao"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-06-15T07:00:00Z","date_published":"2024-06-15T07:00:00Z","updated_at":"2026-07-24T02:01:48Z","subjects":["Chinese international students","Compare groups","COVID-19 pandemic","Phenomenology","Asian Studies","Education","Higher Education","Other Education","Race, Ethnicity and Post-Colonial Studies"],"languages":["English (eng)"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.du.edu/etd/2428","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robyn Thomas Pitts","P. Bruce Uhrmacher","Ruth Chao"]},{"key":"dc:creator","label":"Author","values":["Wu, Linlin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Chinese international students","Compare groups","COVID-19 pandemic","Phenomenology","Asian Studies","Education","Higher Education","Other Education","Race, Ethnicity and Post-Colonial Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English (eng)"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is held by the author. User is responsible for all copyright compliance.
"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.du.edu/etd/2428"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This phenomenological study investigates the lived experiences of Chinese international students during the initial outbreak of the COVID-19 pandemic. It aims to delve into how these individuals articulate their experiences during the pandemic, with a particular focus on how their geographical location influenced their experiences. To achieve this, the study employs an innovative approach, integrating a phenomenological method with comparative analysis to elucidate the similarities and differences between students who remained in the US and those who returned to China.
The analysis identified four principal themes among students in the US: 1) Online Learning Challenges, (2) Social Life Adaptation, (3) Self-Coping and Entertainment, and (4) Support and Resource Needs. Conversely, three themes emerged for students in China: (1) Online Learning Challenges, (2) Social Life Adaptation, and (3) Opportunities for Development. While certain experiences, such as (1) Online Learning Challenges, (2) Impact on Academic Discipline, (3) Technological Challenges, (4) Communication Challenges within School, and (5) Reflections on Decision, were common across both groups, distinct differences were observed in several areas, including (1) Social Life and Interaction, (2) Self-Care and Entertainment, (3) Racism and Safety Concerns, and (4) Reflection and Personal Growth.
This study pioneers in exploring Chinese international students’ experiences across different locations, offering insights for educators to enhance teaching and support strategies. As online learning solidifies its role, this study’s findings can equip future students with essential guidelines for navigating university life in the US, aiming for better academic and personal outcomes.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A Phenomenology Study of the Lived Experiences of Chinese International Students in the US During the COVID-19 Pandemic"]}]}],"canonical_facts":{"dc:contributor":["Robyn Thomas Pitts","P. Bruce Uhrmacher","Ruth Chao"],"dc:creator":["Wu, Linlin"],"dc:description.abstract":["This phenomenological study investigates the lived experiences of Chinese international students during the initial outbreak of the COVID-19 pandemic. It aims to delve into how these individuals articulate their experiences during the pandemic, with a particular focus on how their geographical location influenced their experiences. To achieve this, the study employs an innovative approach, integrating a phenomenological method with comparative analysis to elucidate the similarities and differences between students who remained in the US and those who returned to China.
The analysis identified four principal themes among students in the US: 1) Online Learning Challenges, (2) Social Life Adaptation, (3) Self-Coping and Entertainment, and (4) Support and Resource Needs. Conversely, three themes emerged for students in China: (1) Online Learning Challenges, (2) Social Life Adaptation, and (3) Opportunities for Development. While certain experiences, such as (1) Online Learning Challenges, (2) Impact on Academic Discipline, (3) Technological Challenges, (4) Communication Challenges within School, and (5) Reflections on Decision, were common across both groups, distinct differences were observed in several areas, including (1) Social Life and Interaction, (2) Self-Care and Entertainment, (3) Racism and Safety Concerns, and (4) Reflection and Personal Growth.
This study pioneers in exploring Chinese international students’ experiences across different locations, offering insights for educators to enhance teaching and support strategies. As online learning solidifies its role, this study’s findings can equip future students with essential guidelines for navigating university life in the US, aiming for better academic and personal outcomes.
"],"dc:format":["application/pdf"],"dc:identifier":["https://digitalcommons.du.edu/etd/2428"],"dc:language":["English (eng)"],"dc:rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"dc:subject":["Chinese international students","Compare groups","COVID-19 pandemic","Phenomenology","Asian Studies","Education","Higher Education","Other Education","Race, Ethnicity and Post-Colonial Studies"],"dc:title":["A Phenomenology Study of the Lived Experiences of Chinese International Students in the US During the COVID-19 Pandemic"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T02:01:48Z"}