Chinese Undergraduate Students’ Learning Experiences in a Transnational Distance Education Program in the United States

Abstract

A survey guided by the Community of Inquiry (CoI) framework was undertaken of undergraduate students (N = 127) at a Chinese university who enrolled in a distance education program from an American university. The results showed no significant difference in their learning experiences across genders, years of study, or English proficiency. However, technology readiness and online learning skills were significant. Among conclusions, it is suggested that instructors in such transnational distance education programs should pay greater attention to cognitive and teaching presences during course design and delivery.