Abstract
The purpose of this case study was to identify the learning experiences and examine the challenges facing three international graduate students enrolled in online, asynchronous classes in an American public university. Applying the lens of constructivism, data were collected from a questionnaire, semi-structured interviews, and a focus group. Findings from the study indicate that the students faced challenges with English language proficiency, isolation, instructor’s lack of experience, and a lack of motivation to study in online classes. Notwithstanding, students described flexibility and convenience as key factors of the learning experiences in a virtual classroom. Implications for administrators and course designers in understanding student perspectives of online classes and best practices for conducting asynchronous classes are provided.
Highlights
Given the challenges facing international students and the popularity of this learning platform for graduate students, this study examines the challenges faced by three international graduate students and the learning experiences that accompany these challenges in the last three years
How do international students perceive learning in an online course environment in relation to information acquired and level of satisfaction?
The study explored the challenges of online classes for international graduate students, their perceptions of taking online classes, and the features they preferred in the design and delivery of the courses
Summary
The population of international students seeking graduate degrees in the United States has increased since the turn of the century (Einaudi, 2011). While online education has become a more accepted form of study in the United States that has not always been the case in other countries (Haynie, 2014) For this reason, international students are less likely to have experienced taking online classes. Some of the students who had traveled thousands of miles away from home to be in traditional classes found themselves taking online courses because the university where the study was conducted had converted some of their face-to-face courses to online only. Cole, Shelley and Swartz (2014) explored student satisfaction with online learning They found that the instructor’s promptness, clarity of instructions, and capability to effectively use technology to deliver online courses affect student experiences in taking online classes. Online classes have provided an interactive learning environment that allows students to exchange information, gain knowledge and diverse experience through social context. Social constructivism provided a useful avenue to examine the experiences of international graduate students via a qualitative approach
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