Course Design, Belonging, and Engagement: How Do Online Course Design and Inclusion Efforts Affect International Graduate Students' Belonging and Engagement in Online Learning?

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Abstract

As international students enroll in United States universities at increased rates, many international students can be found in online courses. Though technology-mediated environments are often considered neutral places for diverse learners, international students often feel othered due to cultural differences and the lack of language proficiency. Therefore, it is important for instructors to design courses in culturally accommodating ways and use inclusive facilitation strategies to promote multiple perspectives in course discussion. This qualitative study investigates how online course design and instructors’ strategies relate to international students' sense of belonging and engagement in online discussion activities. We interviewed 27 graduate students, including 17 international students and ten domestic students, to probe their online learning experiences and perceptions about each other.

Authors

• Hajeen Choi, Bowling Green State University

• Omer Arslan, Florida State University

• Dan He, Florida State University

• Vanessa Paz Dennen, The Florida State University