Course Design, Belonging, and Learner Engagement: Meeting the Needs of Diverse International Students in Online Courses

Abstract

International students comprise a growing population in U.S. higher education institutions, including online courses. Online international students’ experiences and needs have been largely understudied, but their increased presence in online courses offers a rich opportunity to understand better and improve their course experiences. This qualitative study draws upon interviews with international and domestic online learners to illuminate the importance of inclusivity and how it can be improved through course design and facilitation. To address our research questions, we interviewed 27 graduate students at a large public research university in the United States. The sample included 17 international and 10 domestic students. The findings show opportunities for enhancing the online learning experience for international learners through culturally attuned teaching, supporting both social and cognitive presences along with clear course expectations, and encouraging instructor’s responsiveness and peer engagement. This study concludes with four major implications for online instructors.