Addressing the specific transition needs of diverse international students in online learning environments

Breakout Room E

The sudden transition from in-person to online learning, due to COVID-19, has brought about many changes, and has required students, faculty, and staff, alike, to make adjustments to their expectations, interactions, and processes. Currently, the primary focus of education is often on content delivery. While important, educators and support staff must also recognize that their role goes beyond teaching content, and must take into consideration who their students are. International students are faced with different challenges and realities than their domestic counterparts. As such, it is important to be aware of, and address, the specific transitional needs of international students, as they commence online learning. This paper will use data collected from the international student body at Brock University to propose adjustments to current institutional practices, with the focus of incorporating the human element, when responding to international student needs in the online environment.