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A comparison of online learning: Perceptions of Indian and American graduate students

, Robert Morris University, United States

Robert Morris University . Awarded


Educational institutions offering online courses and programs are constantly increasing as are the arrivals of graduate international students in the United States. Research shows international students’ decisions to take online courses depend on their perceptions of online learning. Universities spend millions of dollars to put courses online targeting both national and international students. While many faculty members who traditionally deliver face-to-face instruction have adapted to the increasingly diverse audiences, it is not clear if online instruction caters to the perceived needs of diverse students. Thus, exploring differences in the perceptions of online courses by Indian and American graduate students based on their language proficiency and their different cultural and educational backgrounds serves as a foundation of this study.

This study explores the differences in the perceptions of online learning from a sample population of graduate students who have experienced online instruction. The study is comprised of two groups: American students and Indian students. It examines whether the present systems of online learning adequately serve the learning needs of students from different cultural backgrounds. This study focuses on how different populations perceive online learning. This field project investigates the role of language, culture, and educational background on students’ perceptions of online learning. The scope of the project is narrowed by selecting only Indian and American graduate students at one mid-Atlantic university based in United States of America.


Kashif, S. A comparison of online learning: Perceptions of Indian and American graduate students. Ph.D. thesis, Robert Morris University. Retrieved April 23, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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