Online learning environments and approaches to learning among international students in China: the mediating roles of teacher- and student-initiated interactions

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This research investigated the relationships between international students’ perceptions of online learning environments and their online learning approaches, as well as whether and how teacher- and student-initiated interactions mediated these relationships. A total of 1010 international students from 41 higher education institutions in China participated. Structural equation modelling analysis revealed a significant relationship between perceived online learning environments and learning approaches. Mediation analysis indicated that, through teacher-initiated interaction, environmental accessibility and interactivity positively influenced the surface approach to learning. In addition, environmental accessibility, interactivity, and flexibility significantly promoted a deep approach to learning via student-initiated interaction. Possible explanations and implications of these findings were discussed, contributing to a deepener understanding of international students’ online learning experiences.