.png)
1. Introduction
The COVID-19 pandemic and resulting lockdowns led to a proliferation of online learning for international students. However, given the speed at which providers had to pivot just to survive, many providers did not have the time or resources to do any more than simply move content that was delivered in a real classroom to a virtual one, without any thought to the differences in how international students learn online. The reality of competing with state-of-the-art courses offered by elite global education providers means that, for many small providers, online learning may offer a complement to onshore study rather than a main offering.
This topic will focus on a few key issues that providers need to consider when designing online learning for international students, and factors associated with online learning satisfaction. It is relevant for providers who are new to online learning, as well as those who quickly stood-up online learning in response to the pandemic and now wish to evaluate their effectiveness and make improvements.
鈥
2. Types of online learning approaches听
To start, it鈥檚 helpful to understand a few distinctions among different types of online learning, which have implications for how providers cater specifically to international students.
2a. Asynchronous learning
Asynchronous learning allows students to learn on their own schedule, within a certain timeframe. A common example of this type of learning is pre-recorded lectures that students can watch when and where they want. Asynchronous learning can be especially useful for international students located in multiple time zones, and it creates the flexibility that is almost expected by learners today.听
鈥
International students are increasingly used to asynchronous learning, and no longer see it only as a way to supplement classroom learning. However, asynchronous learning does have some barriers that need to be overcome. The literature is clear that students鈥 expectations for asynchronous resources are now very high (Fabriz et al 2021). It is not enough to just put long text documents online. Instructors need:
- interactive content such as high quality videos and activities.
- training so they are thoroughly familiar with the course management system
- to know how to craft effective learning objectives
- to understand the most effective techniques to enhance the online learning experience.听
Another problem with asynchronous learning is that it can feel impersonal and may not invite the same level of personal interaction that international students need or want, particularly those for whom English is not their first language. Online asynchronous learning therefore needs to be:听
- tailored to individual students鈥 needs
- responsive to students鈥 questions
- able to closely monitor student progress and give consistent feedback
- interactive, such as through discussion boards.听
Even when such interactive elements are utilised, one of the greatest disadvantages of asynchronous learning for all learners - but international students in particular - is the need for students to socialise and to overcome isolation. If this learning is the only chance international students have to interact with New Zealand culture and to practise English, they may find it difficult to immerse themselves and gain language and cultural skills effectively. This is where synchronous learning can help.
Table 1. Benefits and challenges of asynchronous online learning.
2b. Synchronous learning
Synchronous learning refers to learning where students and teachers interact 鈥榣ive鈥, or in real-time, whether that is in-person or in a digital environment. An example is a live webinar or lecture.
The main benefits of synchronous learning for international students are opportunities for social interactions and for practicing English with instructors and peers. Instructors may get to know and recognise students in a way that they can鈥檛 with asynchronous learning. Some providers have also found that an unexpected consequence of virtual synchronous delivery is less grouping of students by nationality, as would typically occur in a physical class.听
鈥
However, there are challenges for international learners in synchronous learning as well. Old-fashioned lectures can be boring for today鈥檚 student, especially if they are done in a virtual classroom setting without the opportunity for interactions. Students might feel they can get the same content on the internet, for free, in their own time. Synchronous learning needs to be interactive to make the most of its benefits.听
Virtual synchronous learning also poses additional challenges in that it can obscure non-verbal cues that are a key component of communication for teachers. It can become more difficult to determine whether students are struggling with comprehension, especially for students who are new to English environments. Virtual environments also lack the informal 鈥渋n-between class鈥 interactions that students get on campus.
And then of course there is the problem of time zones when learning in real time across the globe. During COVID, many international students had to wake up in the middle of the night to attend online classes, while code switching between English and their mother tongue, causing sleep deprivation and no doubt reducing their academic performance.
Table 2. Benefits and challenges of synchronous online learning.
鈥
2c. Blended learning
Since both asynchronous and synchronous learning have disadvantages, some providers have settled on an approach that leverages the benefits of both. Called 鈥渂lended learning鈥, this combination of online and virtual or in-person 鈥榣ive鈥 learning could be either simultaneous or consecutive. For international students, this could mean having online learning before coming to Aotearoa New Zealand, where they can then learn in a classroom. It could also mean that once in New Zealand, students both listen to recorded lectures online and have face-to-face discussion or language practice sessions.
Blended learning is a great option for international students, but the sequencing of the learning needs to be considered carefully. Instructors need to think about what students need to know and do before live sessions.听 For example:听
- Should students be required to complete an activity in order to attend the live session?听
- How will live sessions maximise interactivity to make the most of the time together?听
- Can you present lecture material online beforehand and then spend the live sessions on peer-to-peer and peer-to-instructor discussion?听
Finally, give some thought to how you will ensure assessment integrity. Will assessment occur