Background
Distance education, or online learning, are terms that are used interchangeably in different learning contexts. Historically, there have been different generational frameworks in e-learning (print technology, broadcasting, computing technology) which are continuously shaping the face of distance education (Anderson and Simpson, 2012).
With growing internationalisation of the student base, there is a need to ensure credibility and reliability of different educational pedagogies, and to add robustness in current teaching and learning systems. Therefore, there is a need to identify challenges faced by international students studying in western education systems.
In a global context, key factors responsible for driving the mobility of students are access to technology, urbanization and automation. New Zealand is one of the top 15 countries offering quality education, which has created growing interest among students from developing countries like China, India and Indonesia. Global statistics suggest that the international student influx into western countries is increasing and is estimated to reach 7 million by 2025(Education New Zealand, 2016). In New Zealand, students from India and China represented 50% of the international enrolments in New Zealand tertiary institution in 2015 and 2016 (Education New Zealand, 2016). Furthermore, educational institutions in New Zealand have become a center for multicultural learning with the influx of students from the Asian continent.
Therefore, it is crucial for a country like New Zealand, with a robust International market in education, to be prepared to overcome challenges associated with teaching students from diverse cultural and educational backgrounds.
With growing internationalisation of the student base, there is a need to ensure credibility and reliability of different educational pedagogies, and to add robustness in current teaching and learning systems. Therefore, there is a need to identify challenges faced by international students studying in western education systems.
In a global context, key factors responsible for driving the mobility of students are access to technology, urbanization and automation. New Zealand is one of the top 15 countries offering quality education, which has created growing interest among students from developing countries like China, India and Indonesia. Global statistics suggest that the international student influx into western countries is increasing and is estimated to reach 7 million by 2025(Education New Zealand, 2016). In New Zealand, students from India and China represented 50% of the international enrolments in New Zealand tertiary institution in 2015 and 2016 (Education New Zealand, 2016). Furthermore, educational institutions in New Zealand have become a center for multicultural learning with the influx of students from the Asian continent.
Therefore, it is crucial for a country like New Zealand, with a robust International market in education, to be prepared to overcome challenges associated with teaching students from diverse cultural and educational backgrounds.