Beyond Stereotypes

The Chinese government provided a narrow window for Chinese students during the recent COVID-19 pandemic, enabling them to remain in China and enrol in online courses provided by foreign universities. This was not authorised before the pandemic (Ministry of Education MOE, 2020). As a result, there was limited research focusing on Chinese overseas students’ distance learning experiences before the pandemic (e.g., Kung, 2017). Furthermore, these studies have been criticised for their overuse of monolithic approaches and the underuse of theories, producing stereotypes and misunderstandings about Chinese students (Lee Xu, 2022). Despite the increasing number of studies on Chinese overseas students conducted during the pandemic, their online learning experiences have been significantly influenced by the unique situation, which may not be applicable in a post-pandemic scenario. Therefore, this qualitative study aims to investigate Chinese overseas students' networked learning experiences in the post-pandemic era. Building on the ongoing conceptualising effort (NLEC, 2021a), the authors have used learner-content interaction (Moore, 1989) and Berry’s acculturation theory (Berry, 2005) to explore online international Chinese students’ experiences of interaction with learning contents. The focus is on developing a holistic and balanced perspective of these students. Twelve students, enrolled in online graduate degree programmes offered by Western universities while residing in China, were recruited and interviewed. The results of the authors’ thematic analysis of the interview transcripts suggest that online Chinese international students are active agents in their interaction with the learning content and their adaptation to the new settings, in which they bridge a strong connection between Chinese and Western learning content to enrich their understanding of knowledge and promote cultural diversity in both their new environment and their home country. Here, online Chinese international students predominately employ an integration strategy to engage in learning content. Similar to international students from other countries, online Chinese international students encounter challenges due to differences in educational backgrounds, including differences in learning materials and extensive reading requirements. However, online Chinese international students proactively cope with these challenges by integrating knowledge and skills from their home country into their studies, facilitating successful adaptation to the new environment. In addition, the student interaction experience is undermined by a loss of diversity in content provided by Western universities. Therefore, the recommendations are for online educators and universities to take into account the cultural backgrounds of their students and design diverse course content.