ArticleFrontiers in psychology2022
Online learning satisfaction and its associated factors among international students in China.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed, 32 citations in OpenAlex.
- Variable- and person-centered approaches to teacher support and learning satisfaction in blended English learning: the role of SDT motivation and learning engagement.BMC psychology · 2025Article
- Unravelling Factors Shaping International Students' Learning and Mental Wellbeing During the COVID-19 Pandemic: An Integrative Review.International journal of environmental research and public health · 2024Review
- Exploring the Impact of the COVID-19 Pandemic on Academic Burnout Among Nursing College Students in China: A Web-Based Survey.Medical science monitor basic research · 2023Article
- Reflection on the teaching of student-centred formative assessment in medical curricula: an investigation from the perspective of medical students.BMC medical education · 2023Article
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The outbreak of the COVID-19 pandemic has caused a substantial transition of Chinese international education to online learning. This article discusses the impact of online learning from international students' perspectives. Data were collected from exploratory interviews with a small group of international students at a research university and a nationwide survey involving 1,010 international students at 41 universities in China. A synthesis of the two studies' findings pointed to low levels of online learning satisfaction, particularly among international students from Africa, those in undergraduate programs, those in life sciences and medical disciplines, and those studying at research-centered universities. Moreover, both studies revealed low emotional engagement significantly predicted international students' online learning dissatisfaction. To enhance international students' satisfaction, it is suggested that universities and teachers prioritize the building of student-centered online learning environments supporting international students' emotional involvement and helping them feel a greater sense of belonging in online intercultural learning.
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Registered trials
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