To start, it’s 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. 

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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’ 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. 

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: 

• tailored to individual students’ needs
• responsive to students’ questions
• able to closely monitor student progress and give consistent feedback
• interactive, such as through discussion boards. 

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 ‘live’, 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’t 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. 

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However, there are challenges for international learners in synchronous learning as well. Old-fashioned lectures can be boring for today’s 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. 

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 “in-between class” 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.

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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 “blended learning”, this combination of online and virtual or in-person ‘live’ 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.  For example: 

• Should students be required to complete an activity in order to attend the live session? 
• How will live sessions maximise interactivity to make the most of the time together? 
• Can you present lecture material online beforehand and then spend the live sessions on peer-to-peer and peer-to-instructor discussion? 

Finally, give some thought to how you will ensure assessment integrity. Will assessment occur during the asynchronous or synchronous portion of the learning, and how will you maintain the same standards that you do with in-person learning?

2d. Hybrid learning

Yet another model for online learning adopted by some providers during the pandemic when international students couldn’t travel is called hybrid learning. In this approach, some students (domestic students) attend class in-person, while others (often international students) join the class virtually from home. In a hybrid learning model, all learners irrespective of where they are located, are generally expected to complete the same type of tasks, activities, assignments, and projects. 

The key challenge with hybrid learning is that it is extremely difficult for teachers to attend to the needs of both groups of students adequately. This is even harder when domestic students are learning in the classroom and international students, who may have limited and varying levels of English proficiency, are learning virtually. Studies show that international students find it harder to ask questions online than in a face-to face lecture. How do instructors ensure they engage not just with the students in front of them, but also with the learners in the virtual space? 

Hybrid learning therefore requires a radical redesign of activities, techniques, assignments, and evaluations. The edtech industry is advancing technological solutions to this problem, by creating platforms that can ensure fluid interactions between the online learners and instructor, as well as between online learners and their peers in the classroom. However, there is still some way to go for the challenges of hybrid learning to be overcome.

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Each of the types of online learning we’ve discussed so far has advantages and disadvantages, but there are some factors across all of these models that determine how satisfied international students are with their online learning experience.

3a. Practical considerations

Practical considerations for international students studying online include: 

• varying access to the internet and online platforms due to different circumstances, locations and national policies (for example, firewalls in China may limit access to some technology)
• varying internet quality and connectivity
• distractions when learning online at home, and ensuring a dedicated study space
• time zone differences
• alternatives to practical study components (e.g., lab work)

Providers should consider how these factors may affect their international students, and how they can mitigate any negative impacts.

Providers also need to think about digital safety and data privacy for their online communities, and how to protect international student data across international borders.

3b. Learning environment

The learning environment will also influence how satisfied international students are with their online learning experience. Considerations include:

• the aesthetics of the platform and how easy it is to use
• the consistency of the experience across subjects and disciplines
• the shifting role of educator as a guide, and how available they are to respond to questions and help students engage 
• how the provider cultivates a sense of belonging and community online (including the availability of tutorial support, peer to peer support, study groups, etc.)

Learners are increasingly sophisticated in what they expect from digital environments. If you are thinking of moving into the online learning space, you’ll need to be ready to meet these high expectations.

3c. Individual attributes 

Individual students will respond differently to online learning depending on a number of factors. The key ones for international learners are: 

• English language proficiency 
• level of digital literacy
• motivation to learn
• social, economic and cultural context (e.g., how technologically savvy are they, and how easy is it for them to access technology)

Teaching online to international students requires a huge amount of empathy, to consider what they need rather than fitting students into a single mould. At the same time online learning can be an opportunity to be able to design learning experiences for individuals to give them choices depending on their language abilities, skill levels and needs.

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During the COVID-19 pandemic, The University of Auckland’s International College was forced to adopt online learning models to survive. Their early iterations were rushed attempts to move content into digital environments, but they have continued to refine and improve their approach based on feedback from students. Their new approach, called Flexible Learning Activities (FLAs), is a blended learning model that has been highly successful for both students and educators.

FLAs are asynchronous learning modules that can be done any time before a student’s next class. Every FLA starts with an interactive video, which includes an instructor talking to the camera. The FLA then presents both direct instruction and opportunities for students to apply their understanding through interactive elements such as poll questions, a discussion board, and language practice. These activities give the instructors data on how students are learning, as well as giving students opportunities to interact with and learn from the instructor and each other. 

When students go to their live lesson after completing the FLA, the instructor does not recap the same material, but instead goes through what students struggled with in the activities. This way students can see the value in doing their best and get feedback on how they've done. Struggling students can be given extra attention in breakout rooms.

Student feedback shows they love the FLAs, especially weaker students who can watch the videos multiple times. Julian Latimer, Head of College at The University of Auckland’s International College, says they have found that students learned more from FLAs, which were 25% of their learning, than from live lessons, which were 75% of their learning. He describes this as a “lightbulb moment” for his institution in recognising the potential value in asynchronous learning for international students.

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Understanding international learners’ needs and how they may differ from domestic students is critical in developing effective online learning. This resource has offered a few key considerations in developing a new online offering for international learners, and for reviewing an existing online offering, even if this is only a complement to onshore learning. 

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We would like to thank Julian Latimer for his openness in sharing The University of Auckland’s International College’s experiences in developing online learning for international students.

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How online learning has redefined the international student experience 

Fabriz S, Mendzheritskaya J and Stehle S (2021) Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19. Front. Psychol. 12:733554. doi: 10.3389/fpsyg.2021.733554