Chinese International Students' Learning Experience and Perceptions in Blended Courses in UK Universities

Blended learning has become common among higher education institutions worldwide. Despite its popularity, there remains a gap between previous research and international students' learning experiences in blended courses in UK universities under COVID-19. This study implies a survey-based approach that examined 57 Chinese students' blended learning experiences. The questionnaire incorporates the participant's motivation, learning autonomy, class participation, learning effectiveness, and overall contentment. A quantitative analysis of students' responses suggests that the participants obtain positive learner perceptions in the setting; although there is no significant correlation between English proficiency and blended learning engagement, the student with higher IELTS scores tends to act as "contributor" and "leader" in class activities, showing their active engagement in blended courses and a strong willingness to express themselves. The results of this work can provide some insights for educators, policymakers, and experts to improve the quality of blended courses in higher education so as to offer better learning experiences for international students in UK universities.