This study explores international students’ perceptions of the transition to the online learning environment while they were studying on an Erasmus+ Study Mobility Programme at host universities in Europe during the COVID-19 pandemic in spring 2020. Applying the theoretical framework based on the affective, behavioural and cognitive aspects of adaptation in the case of international students, this study reveals what adaptive responses and decisions sojourners made, and how their study experience and learning capabilities were challenged by the restrictive measures introduced at host universities due to the state of emergency declared in the host countries. Fourteen semi-structured interviews with both incoming and outgoing international students were conducted. Results reveal that studying online with reduced social interaction was a real challenge to Erasmus students. They were lacking cultural knowledge of the destination country as well as the insights typically arising from face-to-face teaching and social interactions. However, findings also expose students’ satisfaction with their academic accomplishments. In this regard, specific proposals are made for universities that consider virtual mobility programmes for international students in the future.

本研究探讨了国际学生在 2020 年春季 COVID-19 大流行期间在欧洲主办大学学习 Erasmus+ 学习流动计划时对在线学习环境过渡的看法。和适应的认知方面，本研究揭示了留守者做出的适应性反应和决策，以及他们的学习经验和学习能力如何受到东道大学因宣布进入紧急状态而采取的限制措施的挑战。东道国。对传入和传出的国际学生进行了 14 次半结构化面试。结果表明，减少社交互动的在线学习对伊拉斯谟学生来说是一个真正的挑战。他们缺乏目的地国家的文化知识，也缺乏通常从面对面教学和社交互动中产生的洞察力。然而，调查结果也暴露了学生对他们学业成就的满意度。在这方面，为未来考虑为国际学生提供虚拟流动计划的大学提出了具体建议。