This study investigated the experiences of a group of international Chinese students at a New Zealand university who were rapidly transitioned to online learning due to the COVID-19 pandemic. Drawing on research into the experiences of students during the pandemic, and ecological and systemic considerations of the learning environment, this study explores students’ activities, focusing on the challenges these students faced and the specific actions they took, i.e., what they actually did to navigate their learning environment to ensure effective learning and the achievement of their desired outcomes. The findings, based on semi-structured interviews with twenty participants, reveal that these challenges were complex but largely related to interaction and communication. Building on the findings, the study examines various ecological aspects within the complex online learning context and suggests design solutions to improve communication and interaction. The study highlights the importance of considering students’ sociocultural contexts to ensure effective communication in online learning environments. It concludes by emphasizing the need for an ecological approach to designing learning experiences in the post-COVID-19 era. The study’s recommendations highlight the importance of systemic planning, collaborative mechanisms, and cooperation across various departments and agencies within a university.
Sun et al. (Sat,) studied this question.