Challenges, Learning Dimensions, and Coping Strategies of Myanmar Students Transitioning from On-Campus to Online Learning: A Case Study at The University of Mataram

Abstract

This study explores the challenges, learning dimensions (motivation, engagement, and academic performance), and coping strategies of Myanmar students transitioning from on-campus to online learning at the University of Mataram during the dual crises of the COVID19 pandemic and political instability. This study used a qualitative case study method. Nine participants participated in semi-structured interviews, and their lived experiences were captured using thematic analysis. Findings of the study indicate that technical, emotional, pedagogical, and socio-cultural challenges limited classroom participation of students in online learning. Motivation was mainly sustained by the dedicated intention of getting a bachelor's degree. Engagement was declined due to the infrastructural challenges such as unstable internet connections and frequent electrical shortages. Academic performance was preserved with self-discipline, flexible study routines, and peer collaboration. Problem-focused strategies such as time management and offline preparation and emotion-focused strategies such as peer support were collaboratively applied to maintain resilience and academic persistence. The study extends existing theories by indicating negative impacts of insufficient infrastructure and unstable political situation on transaction, acculturation, and motivation in online learning. It contributes to knowledge by reconstructing online higher education as an academic pathway and a humanitarian lifeline in conflict-affected contexts.