Is Online Learning Really Ready for International Students? Acceptance, Participation, and Cultural Responsiveness in U.S. Higher Education

Online learning is now widespread in the United States (U.S.) higher education, but its readiness for international students has not been fully explored outside the context of technical access. This mixed-methods study examined acceptance, participation, and cultural responsiveness among international students at a large public research university in the southeastern United States. Data included 105 surveys and 11 semi-structured interviews. Quantitative survey data were analyzed statistically; open-ended survey responses were analyzed using qualitative content analysis; and interviews were analyzed using thematic analysis. Students generally viewed online learning as accessible, manageable, useful, and worth continuing, while ratings of community and interaction were less positive, particularly among students with only asynchronous course experience. Interviews complicated this pattern. Students often chose online courses because they met scheduling, location, or course access needs, even when online learning was not their preferred format. Recordings and flexible access supported learning, but students also described difficulty entering fast-paced discussions, interpreting unstated expectations, and building relationships. Participation was better supported when instructors provided clear guidance, adequate processing time, multiple ways to contribute, structured peer interaction, and responsive communication. Overall, technical readiness was relatively strong, but support for international students’ social, linguistic, and cultural participation remained uneven.