Abstract
Disruption to higher education during the COVID-19 pandemic caused several challenges for university students, as they were forced to adjust to new teaching and learning styles. Therefore, this study aimed to investigate how the COVID-19 pandemic impacted university students' learning experiences and education. This study took a phenomenological methodological approach in an attempt to understand students' experiences from their own perspective. Semi-structured interviews were then carried out with 19 university students from the UK between 9 May 2022 - 26 June 2022. The main themes that emerged through thematic analysis were: (1) A lack of engagement with online learning; (2) Changes in attitudes towards learning; (3) A lack of practical learning opportunities; (4) Changes to academic support; (5) Limited interaction with peers; (6) Implications for health and well-being. This study provides a deeper student-centred understanding of university students' lived experiences with online learning during the pandemic, revealing underexplored contextual, emotional and relational dimensions of online learning. These rich qualitative findings not only enhance current understanding of higher education during the pandemic but can be drawn upon to shape digitised learning moving forward. As we are progressing in an era of increasing digitised learning, these findings contribute towards laying the groundwork for future policy and practice within higher education.