To what extent do Chinese international students at a higher education institution in New Zealand find online learning motivating or demotivating?

Abstract

The online learning model is rapidly becoming a new way of learning. As with any learning model, learner motivation needs to be carefully monitored as it is one of the most influential factors on student learning. Online learning has become more frequent in higher education institutions for a variety of reasons, but particularly as a result of the impact of the COVID-19 pandemic. Compared to traditional learning models, online learning brings new experiences, but also brings significant advantages and disadvantages. Within this growing group of online learners are international students, and their motivation levels are important for their learning. Alongside the ethical reasons for ensuring that international students have high motivation levels, many institutions rely on international students for funding given that international students pay significantly higher fees than domestic students. With a large proportion of international students in higher education in New Zealand, the international student population cannot be ignored. However, there is a paucity of research on the extent that international students are motivated to study online in higher education institutions in New Zealand. As the researcher is Chinese, this study explored the experiences of Chinese international students’ motivation levels in an online learning environment at an established higher education institution in New Zealand. This study used a mixed methods approach to understand students’ motivation and engagement when learning online at a higher education institution in New Zealand. Analysis revealed that most Chinese international students had lower levels of motivation when learning online. Communication and interaction in the online learning environment, the lecturer’s teaching style, level of technology support, and influence of the surrounding environment had the greatest negative impact on their motivation. This analysis of Chinese international students’ views and experiences will provide educators in higher education institutions with useful insights into how the use of online learning can increase or decrease Chinese international students’ motivation.