Can online learning win over Chinese students? A case study of Swinburne University of Technology

This paper has emerged from an ongoing research project investigating the policy, behavioural and curricular issues associated with the online educational experience of Chinese university students studying onshore in Australia. Two key perceptions have surfaced. First, that these students are uncomfortable with learning in online mode, despite their familiarity with computers and information technology. Second, that their command of English is a factor, with debate over whether they would feel more comfortable engaging in learning activities in a class-based face-to-face context than in online mode. Arguably, while important, these concerns are symptoms of a broader problem, which may have to do with cultural and behavioural considerations both in Australia and the home country. This paper seeks to identify these underlying causes and propose potential solutions to the problems of online education. The findings confirm that, although Chinese student enrolments remain stable, there is indeed an undercurrent of discontent with online delivery among onshore Chinese students. There is also evidence that the success rate of students in face-to-face classes is well in excess of that for online classes. However, there is more to this than simply the inappropriateness of online teaching and learning for Chinese students. Our research suggests that a more considered and consultative approach, that takes more care over deeper cultural concerns, and addresses issues around the social as well as the educational environment, is likely to dispel most concerns about online education and how to prepare Chinese students study online. This could also provide potential solutions for Australian educators seeking to improve the educational experience of onshore Chinese students.