@article {4272,
	title = {International Students{\textquoteright} Experience of Remote Teaching and Learning in Portugal},
	journal = {Open Education Studies},
	volume = {5},
	year = {2023},
	abstract = {<p>This article analyzes international students{\textquoteright} assessment of remote teaching and learning (T\&amp;L) during the second year of the COVID-19 pandemic in Portugal. While all students have suffered the consequences of campus lockdowns and distance teaching, international students represent a particularly vulnerable group since, even under normal circumstances, they already have to deal with the challenges of new academic and living conditions. In Portugal, most international students come from Portuguese-speaking (designated as Lusophone) countries. Students{\textquoteright} experiences were gathered via an online cross-sectional survey (N = 672), and the quantitative analysis compared Lusophone and non-Lusophone students and undergraduate and postgraduate students. Non-Lusophone students were more negative about remote education than Lusophone ones, being less interested in continuing to study online and giving a more negative assessment of the T\&amp;L experience than their counterparts. For them, cultural immersion is probably as important as degree attainment. Postgraduate students reported a lesser increase in study time and rated the pedagogical aspects better than undergraduate students, which suggests, by comparison, a better adaptation to the remote regime. Implementing flexible and hybrid education solutions is critical to maintaining international students{\textquoteright} interest.</p>
},
	url = {https://doi.org/10.1515/edu-2022-0190},
	author = {J. Aguiar and Sin, C. and Tavares, C.}
}
