1 The Rise of Online and International Higher Education

Chapter Overview

In chapter one, faculty will explore recent trends in online learning and international student enrollment in higher education. This chapter focuses on the globalization that online education offers and how the increased diversity in online courses impacts the online classroom.

Growth of International and Online Higher Education

Currently in the United States, international student enrollment in higher education is growing at its fastest pace in more than 40 years (Institute of International Education [IIE] Open Doors, 2023). According to Open Doors (2024), in the 2022-2023 academic year, “1,057,188 international students from more than 210 places of origin, studied at U.S. higher education institutions… a 12 percent increase compared to the previous academic year.” In the 2023-2024 academic year, this number rose again to 1,126,690, with international students accounting for 5.9% of the total U.S. higher education population (IIE Open Doors, 2024).

According to the IIE Open Doors Report (2024), in the 2023-2024 academic year, the top countries of origin for international students in the United States were:

  • India: 331,602 students
  • China: 277,398 students
  • South Korea: 43,149 students
  • Canada: 28,998

These four countries account for over 60% of the total international student population in U.S. higher education.

Not only is international student enrollment on the rise, but online education in higher education is also experiencing growth. Welding (2023) states that, “in 2021, 11.2 million college students (60%) took at least one class online.” Although international students on F-1 visas do have restrictions on the number of online courses they are eligible to take, the surge in online learning has not excluded them. Additionally, online learning has made it possible for learners from all over the world to earn their degree from U.S. institutions while in their home country.

This guide will provide educators with strategies they can use to positively impact their international students’ satisfaction and success in online learning environments by creating inclusive online classrooms. As online and international enrollment continues to grow, it is important for U.S. institutions and higher education faculty to consider the unique factors that impact international students’ satisfaction and success in online courses.

20 Years of International Student Trends
Source: opendoorsdata.org

The Impact of Educational Paradigms on International Students

International students may face challenges due to the different educational paradigms between Eastern and Western cultures including teaching practices and cultural learning styles. Chen et al. (2008) explain that Eastern learners tend to listen to understand information, whereas Western learners question to understand. Additionally, Eastern learners are generally more reserved than their Western counterparts, and there are distinct differences in how these cultures share ideas (Wang & Reeves, 2007).

International students also acquire content differently from their American counterparts. Eastern cultures often emphasize content retention through memorization via exams and readings, while Western cultures prioritize application and analysis (Wang & Reeves, 2007). Critical thinking skills and idea expression are key differences between Eastern and Western educational approaches.

Not only are the educational paradigms between Eastern and Western cultures important for educators to consider, there are other cultural considerations that impact learning online. In Chapter 2: Cultural Considerations in Online Learning, we will take a deeper dive into the differences between cultures and how it impacts learning. We will then reflect on our own cultural identity.

 

Attributions

This chapter, The Rise of Online and International Higher Education, is licensed under CC BY-NC-SA 4.0 and was authored, remixed, and/or curated by Keirsten Eberts.

References

  1. Chen, R. T., Bennett, S., & Maton, K. (2008). The adaptation of Chinese international students to online flexible learning: two case studies. Distance Education, 29(3), 307–323. https://doi-org.proxyiub.uits.iu.edu/10.1080/01587910802395821
  2. IIE Open Doors. (2023, November 13). International Students – IIE Open doors. IIE Open Doors / International Students. https://opendoorsdata.org/annual-release/international-students/
  3. Welding, L. (2024, April 3). Online learning statistics. BestColleges. https://www.bestcolleges.com/research/online-learning-statistics/
  4. Wang, C., & Reeves, T. (2007). Synchronous online learning experiences: the perspectives of international students from Taiwan. Educational Media International, 44(4), 339–356. https://doi-org.proxyiub.uits.iu.edu/10.1080/09523980701680821

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Teaching Across Cultures: A Pedagogical Guide for Online Faculty in Higher Education by ebertsk is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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