The worldwide disruption of higher education during the Covid-19 pandemic has been studied from the viewpoints of institutions and teachers, with some attention to students’ health and learning challenges. Attempts to theorise the diverse and conflicting challenges faced by students learning online during the pandemic have been limited. It is helpful to analyse students’ experiences as part of an activity system in order to unravel the system’s elements and determine contradictions that occur. This study adopted a mixed methods approach to investigate students’ online learning experiences at all eight New Zealand universities during the pandemic. Data obtained via a large-scale online survey, followed by focus groups and individual interviews, is presented in light of an Activity Theory framework. Findings show that students’ key challenges were associated with new tools and technologies, lack of interaction and social connection, lack of routine and space, and clashing commitments due to multiple roles and responsibilities. Contradictions can be a driving force for change and development in teaching and learning contexts. We conclude with recommendations for tertiary institutions, teachers, learning designers and students to inform future learning and teaching plans.

从机构和教师的角度研究了 Covid-19 大流行期间全球高等教育受到的干扰，并关注学生的健康和学习挑战。对大流行期间在线学习的学生面临的多样化和相互冲突的挑战进行理论分析的尝试有限。将学生的经历作为活动系统的一部分进行分析，有助于揭示系统的要素并确定发生的矛盾。这项研究采用混合方法来调查疫情期间新西兰所有八所大学学生的在线学习体验。通过大规模在线调查获得的数据，随后进行焦点小组和个人访谈，并根据活动理论框架进行呈现。调查结果表明，学生面临的主要挑战与新工具和技术、缺乏互动和社交联系、缺乏常规和空间以及由于多重角色和责任而导致的承诺冲突有关。矛盾可以成为教学环境中变革和发展的驱动力。最后，我们向高等教育机构、教师、学习设计师和学生提出建议，为未来的学习和教学计划提供参考。