Cultivating connectedness and elevating educational experiences for international students in blended learning: reflections from the pandemic era and key takeaways

Abstract

Purpose

This paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students’ perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences.

Design/methodology/approach

This study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA.

Findings

This study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction.

Research limitations/implications

The small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings.

Practical implications

Videoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic.

Social implications

Videoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities.

Originality/value

This study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences.