Teaching International Students in An Online Learning Context

The flipped classroom model is a relatively new instructional approach. In this instructional model, teaching and learning activities that are usually conducted in-class are completed at home, while activities that would typically be assigned as homework are done in class ((Akçayır & Akçayır, 2018). For example, instead of listening to a lecture and watching a video in class and then completing a reflective assignment as homework, students engaged in a flipped classroom model would watch a pre-recorded lecture and video before coming to class, while class time would be spent completing the reflective assignment. Student engage in more passive learning strategies while absorbing information through reading or listening to course materials. Active learning is applied in activities, discussions, and assignments. The flipped model allows teachers to be present to support students while more active learning is taking place, while the passive learning, which can be done with little support, is completed outside of class. Teachers may engage students in problem-solving, discussion, and hands-on activity during class, while answering any questions students may have. This student-centered model for learning can help reduce gaps in learning performance  created by discrepancies in how much learning support students have at home. This instructional model is associated with both advantages and limitations.

Advantages

According to Akçayır and Akçayır (2018), the flipped classroom model has a positive impact on learning performance as reflected in students’ academic marks. It has been proposed that the flipped classroom may enhance learning performance because this model allows for the incorporation of more active learning strategies (Leo and Puzio, 2016). Other studies have suggested that student satisfaction and engagement are enhanced in a flipped learning environment  (Bösner et al., 2015; Khanova et al., 2015). The flipped model of learning is more flexible than the traditional model of learning because students can engage with asynchronous classroom materials at their own pace, in accordance with their own learning styles. For example, students can pause videos for breaks, engage with course materials in the mornings or evenings before class, use software such as voice-to-text readers to help them read articles, and more. If students face challenges such as competing responsibilities, overwhelming course loads, or learning and needs differences, the flipped model may appeal to them. This flexibility contributes to improved student satisfaction (Nguyen et al., 2016).

Challenges:

For both students and teachers, the flipped classroom can be a time-consuming approach. Extra time is needed for students to review course contents before attending class, while teachers require extra prep time to prepare asynchronous materials. Strong self-regulation skills are needed for students to manage their time efficiently and keep up with out-of-class activities.

In the online teaching and learning environments, it is crucial to have reliable access to necessary computing devices and the internet. Different factors, including culture, geographic location, socioeconomic position, and more, can influence how and when students have access to these technologies. Different levels of access to these technologies can create digital gaps that divide students and create inequities in an online classroom (Clark & Gorski, 2001). When teaching international students, it is especially important to understand students’ level of access to technology to inform reasonable and equitable expectations. Students from developing countries may often encounter difficulty accessing online meetings and course materials due to multiple causes including possible deficits in technical infrastructure in their home country, students’ level of familiarity with certain technologies, students’ technical proficiency, and political causes (Chen et al., 2020). Lack of internet access, implementation of firewalls, and using outdated computing devices are just a few common examples of circumstances that can create barriers for international students in an online context. Online teaching tools that are common in Canada and other Western countries,  such as Kahoot!, Mentimeter, and Google Classroom, may not be as common in other countries where alternative options are more popular, or where educational technologies are used infrequently.  Therefore, instructors teaching international students need to have an understanding of students’ digital literacy to create a more inclusive classroom environment.

Instructors may consider implementing an activity at the start of a course to assess students’ comfort level with different technologies. Instructors may require students to complete a questionnaire that asks about their previous digital learning experiences (Woodley et al., 2017).

Having a better understanding of the digital skills that students already possess or need more assistance developing helps instructors design class activities that suit diverse learners’ needs. These types of informative activities and discussions can also serve to  validate international students’ pre-existing digital knowledge, improving their sense of being included (Woodley et al., 2017).

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