Listen and learn: Research paper Presentations with similar research topics are each assigned to round tables where hour-long discussions take place. Roundtables are intended to be more collaborative discussions about research.
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The study employs a phenomenological approach, which seeks to understand and describe the universal essence of a phenomenon (in this case, the experiences of transborder students during the pandemic) from the perspective of those who have lived it. This approach involves setting aside preconceived assumptions and focusing on participants' subjective experiences and meanings.
The study also draws upon Yosso's (2005) community cultural wealth framework, which challenges deficit-based views of marginalized communities and instead highlights the various forms of capital (aspirational, linguistic, familial, social, navigational, resistant) that students of color bring to their educational experiences. This lens allows for a strengths-based interpretation of how transborder students leveraged their assets and resources to navigate the challenges of online learning during the pandemic.
The study employs a qualitative case study design appropriate for in-depth explorations of contemporary phenomena within real-life contexts. Purposive sampling was used to select five participants who met the criteria of being transborder students enrolled in undergraduate programs in El Paso during the pandemic. Semi-structured interviews were conducted remotely via Zoom, lasting approximately one hour each. The researchers followed a pre-established protocol with open-ended questions and follow-up prompts to elicit rich descriptions of participants' experiences. Interviews were recorded, transcribed verbatim, and analyzed to identify themes.
The findings reveal significant challenges that hindered transborder students' ability to fully engage in and benefit from online learning during the pandemic. Key themes include:
1) Digital divide: Participants struggled with unreliable internet, outdated devices, and the financial burden of upgrading technology.
2) Distracting home environments: Shared living spaces, family responsibilities, and noise made it difficult to focus on online classes.
3) Limited interaction and support: Students reported feeling disconnected from professors and peers, with inconsistent communication and reduced access to academic resources like tutoring.
4) Hands-on learning challenges: Virtual labs and simulations were viewed as inadequate substitutes for in-person experiences in fields like physics, engineering, and biology.
5) Language barriers: Online classes amplified difficulties for students still developing English proficiency.
Despite these challenges, participants demonstrated remarkable resilience in adapting to online learning and persisting towards their educational goals.
This study makes significant contributions to understanding the impact of the COVID-19 pandemic on higher education, particularly for marginalized student populations like transborder students. The findings underscore the urgent need for universities to address inequities in technology access, develop culturally responsive online teaching practices, and provide targeted support services that meet the unique needs of transborder students. The study offers valuable recommendations for improving online education, such as providing transportation assistance, expanding financial aid, enhancing professor training, and increasing access to online resources. By highlighting the assets and strengths that transborder students bring to their educational experiences, the study challenges deficit-based narratives and emphasizes the importance of centering student voices in research and practice. The insights generated from this study can inform the development of more equitable and inclusive policies and practices in higher education, both during and beyond the pandemic context. As such, the study is highly relevant and valuable to the ISTELive audience of educators, researchers, and policymakers committed to advancing educational equity and student success.
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