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Cited by 134Online and Blended LearningInternational Student and Expatriate ChallengesEnglish Language Learning and Teaching

Learning in an online distance education course: Experiences of three international students

Open access
Zhang, Zuochen, Kenny, Richard·2010·The International Review of Research in Open and Distributed Learning
DOI 10.19173/irrodl.v11i1.775
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Abstract

This case study explores the learning experiences of three international students who were enrolled in an online master’s program offered by a large university in Canada. The aim of the study was to understand the international students’ experiences with, and perspectives on, the online learning environment. Findings indicate that previous education and especially language proficiency strongly impacted the learning of these students in this environment. Non-native English speakers required considerably more time to process readings and postings and to make postings themselves. Their lack of familiarity with the details of North American culture and colloquial language made it difficult to follow much of the course discussion. They also tended to avoid socializing in the course, which left them at the periphery of course activities. Based on these findings, the authors make the following recommendations for designers and instructors of online courses: 1) Raise the English language proficiency requirement for graduate admissions into online programs because the text-based communication in a CMC space requires interpreting messages without non-verbal cues; 2) Ensure that online distance education course designers are aware of the needs and expectations of international students; and 3) Combine the design principles from both traditional and constructivism theories.

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  • Lack of teacher presence in online classes often makes student sojourners from Confucius culture uncomfortable and unconfident with their own online learning.

    “Therefore, lack of teacher presence in online classes often times makes student sojourners from Confucius culture uncomfortable and unconfident with their own online learning (Morse, 2003; Zhang & Kenny, 2010).”

    From Examining Culture's Impact on the Learning Behaviors of International Students from Confucius Culture Studying in Western Online Learning Context (2016) · cites this paper as Zhang & Kenny, 2010

    The Discussion (page unavailable) reports that delayed responses made some non-native English speakers nervous about their ability to contribute. Findings: Previous Educational Experiences (page unavailable) says one participant felt insecure without nonverbal cues. These passages support discomfort and reduced confidence in online learning, but do not establish that a lack of teacher presence caused it or that it often occurs among sojourners from Confucian cultures. (LLM, conf=0.84)

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Research works printed but not linked: 4

  1. Everhart, R. (2000). Enterprise systems and distance learning: Creating services for connected learners. Syllabus, 13(9), 48-51.
  2. Feast, V. (2002). The impact of IELTS scores on performance at university. International Education Journal, 3(4), 70-85.
  3. Harasim, L. (1989). On-line education: A new domain. In R. Mason & A. Kaye (Eds.), Mindware: Communication, computers and distance education (pp. 50-62). Oxford, UK: Pergamon.
  4. Shattuck, K. (2005). Cultures meeting cultures in online distance education: Perceptions of international adult learners of the impact of culture when taking online distance education courses designed and delivered by an American university (Unpublished doctoral dissertation). The Pennsylvania State University.

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Authors
Zhang, Z., & Kenny, R.
Affiliations
  • University of Windsor (CA)
  • Athabasca University (CA)
ORCID
Zhang, Zuochen
Venue
The International Review of Research in Open and Distributed Learning
Publisher
Athabasca University Press
Published
2010-03-05
Volume
11
Issue
1
Pages
17
ISSN
1492-3831 (ISSN-L)
DOI
10.19173/irrodl.v11i1.775
OpenAlex
W1568313498
Cited by
134
References
53
Citations by year
2026: 3 · 2025: 2 · 2024: 8 · 2023: 12 · 2022: 13 · 2021: 12 · 2020: 10 · 2019: 6 · 2018: 9 · 2017: 11 · 2016: 7 · 2015: 7 · 2014: 14 · 2013: 12 · 2012: 5
FWCI
30.21
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • The International Review of Research in Open and Distributed Learning (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Érudit (Université de Montréal) (submittedVersion, cc-by)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Communication › International Student and Expatriate Challenges
  • Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
Keywords
international students, online learning, distance education, online master's programs, language proficiency, non-native English speakers, computer-mediated communication, online course design, student socialization, constructivism

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