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· Module Code      PM600

· Group 1

· Module Title      Research Project

· Assessment Type      Written Report

· Date of Submission 22/06/2025

Abstract

This project explores the difficulties that international students often face when studying education at university level. It considers a range of factors, including academic pressures, language challenges, cultural differences, and how institutions respond to diverse student needs. By reviewing recent literature and focusing on the UK context, the research shows that although international students often demonstrate determination and adaptability, they may still struggle with unfamiliar teaching methods, limited access to tailored support, and the emotional demands of studying abroad. The essay presents both positive and critical views, recognising the value international students bring to education, while also highlighting the structural issues that can limit their success. It argues for more inclusive and responsive teaching practices to help international students thrive, particularly within UK higher education settings.

1. Introduction

In recent years, the delivery of higher education has undergone profound transformation due to globalisation, technological advances, and the COVID-19 pandemic. British universities, which host large and diverse international student populations, had to transition rapidly to online learning during the pandemic, prompting critical discussions about the effectiveness of various teaching modes (Hillman & Robinson, 2022). Although online platforms offer flexibility and accessibility, concerns remain about their ability to support international students’ engagement, knowledge retention, and development of practical teaching skills (UNESCO, 2021; Chen et al., 2020).

International students often encounter distinct academic and cultural challenges, including language barriers, unfamiliar pedagogical styles, and the need to adapt quickly to new academic expectations. These challenges can be amplified in online environments, where reduced interaction and limited feedback may negatively affect learning outcomes (Tran, 2020; Zhang, Goodman, & Gu, 2023). In contrast, face-to-face teaching fosters real-time interaction, collaborative learning, and direct engagement with instructors, which are actors shown to enhance participation and academic confidence, particularly for international learners (Atobatele, Kpodo, & Eke, 2024).

Recent surveys support the importance of in-person learning for international students. According to the Jisc (2023) Student Digital Experience Insights Survey, a significant number of students continue to value face-to-face sessions for their clarity, engagement, and supportiveness. Similarly, Hillman and Robinson (2022) reported that students who experienced more in-person teaching expressed higher satisfaction than those primarily engaged in online learning. These findings suggest that while online formats serve specific needs, face-to-face instruction may remain essential for delivering quality learning experiences, especially in disciplines that require practical skill development.

In teacher education and similar practice-based fields, in-person methods may be particularly effective in supporting skill acquisition. Fehervari et al. (2022) found that students learning surgical techniques achieved better outcomes through in-person training compared to online-only formats. Likewise, Jin (2022) highlighted that face-to-face and hybrid models outperformed online approaches in delivering complex content in engineering education.

These insights point to the value of face-to-face learning in fostering the kinds of interactive, hands-on skills that are critical to professional preparation.

However, student preferences for face-to-face or online learning are shaped by various factors such as cultural background, digital literacy, learning styles, and subject area (Nikolopoulou, 2022). Understanding these preferences is essential, as they directly influence students’ engagement, satisfaction, and academic performance.

This research aims to explore how face-to-face teaching affects international students’ academic development in UK universities. It specifically investigates participation, knowledge retention, and the cultivation of practical teaching skills, comparing these with outcomes in online learning environments. Furthermore, it seeks to understand the key factors influencing international students’ learning preferences and experiences.

The study addresses the following research questions:

1.What is the impact of face-to-face teaching on the participation, knowledge retention, and skill development of international students at British universities?

2.Compared with online learning, how do international students perceive the cultivation of practical teaching skills through face-to-face teaching methods?

3.How do multiple factors shape international students’ preferences for face-to-face or online learning, and how do these preferences influence their overall academic experience?

2. Literature Review

2.1 Introduction

The shift in higher education towards digital and hybrid learning, accelerated by the COVID-19 pandemic, has generated extensive scholarly interest in the comparative effectiveness of face-to-face and online teaching modes. This pedagogical transition has raised important questions about how different instructional formats influence learning outcomes, particularly for international students who often face additional linguistic, cultural, and academic challenges when adapting to new educational environments. Within this context, researchers have increasingly examined the role of face-to-face teaching in enhancing student engagement, promoting deeper knowledge retention, and developing practical skills that are critical for academic and professional success. This literature review critically evaluates recent academic work focused on international students in UK higher education, paying particular attention to how in-person instruction supports active participation and experiential learning processes. It also investigates how international students perceive the value of face-to-face learning compared to online alternatives, especially in terms of acquiring hands-on skills and building meaningful interactions with peers and instructors. Furthermore, the review explores the complex interplay of factors such as cultural background, access to technology, prior educational experiences, and individual learning preferences, which shape international students’ attitudes toward different learning modes. In doing so, it identifies significant gaps in the literature, including limited contextual analysis and under-representation of diverse student voices, and assesses the methodological soundness and relevance of key studies to the evolving landscape of UK higher education.

2.2 Impact of Face-to-Face Teaching on Participation, Knowledge Retention, and Skill Development

Face-to-face teaching has long been considered a cornerstone of effective higher education, particularly in supporting international students who face additional cultural and linguistic challenges. Tran (2020) points out that international students benefit significantly from the immediacy of interaction and feedback that in-person teaching provides, which helps overcome barriers related to language proficiency and unfamiliar educational practices. Atobatele, Kpodo, and Eke (2024) further highlight the critical role of faculty engagement in enhancing participation and academic success among international students, emphasizing that face-to-face settings facilitate more meaningful and personalized interactions between students and instructors. These environments enable educators to read non-verbal cues and provide tailored support, which are often lost in online formats. Large-scale surveys such as those conducted by Jisc (2023) and Hillman and Robinson (2022) show that students generally prefer face-to-face learning for active participation and engagement; however, these surveys often do not disaggregate international student experiences, leaving a gap in understanding their specific needs and outcomes.

Moreover, face-to-face teaching supports improved knowledge retention. The cognitive benefits of direct, multisensory learning experiences and immediate instructor feedback are well documented in fields like surgical training, where Fehervari et al. (2022) found that students taught in-person retained surgical skills longer and performed better than those taught online. Similarly, Jin (2022) demonstrated in engineering education that face-to-face instruction promotes deeper understanding and problem-solving skills. Though these studies focus on STEM disciplines, their findings suggest that face-to-face teaching could be particularly effective for education students, including international cohorts, who require both technical competence and interpersonal skills (Chen et al., 2020). Nonetheless, the existing literature shows a lack of UK-specific research focused explicitly on international students’ participation and retention in different teaching modes, indicating a clear research gap.

2.3 Comparing Face-to-Face and Online Learning for Practical Teaching Skills

Developing practical teaching skills is an essential part of education degrees, and international students often face distinctive challenges in this area. Zhang, Goodman, and Gu (2023) observe that online learning environments limit spontaneous and dynamic interactions critical for acquiring practical teaching skills, particularly in intercultural contexts. Similarly, Chen et al. (2020) argue that while online learning increases accessibility, it struggles to replicate the immersive, hands-on experiences necessary for effective skill development. Technological tools such as virtual simulations and telecollaboration platforms offer some solutions, but they frequently fall short of providing the nuanced feedback and emotional connection facilitated by face-to-face teaching (Fehervari et al., 2022; Jin, 2022).

Hybrid teaching models, which combine online theoretical learning with face-to-face practical sessions, are emerging as promising approaches, yet evidence regarding their effectiveness for international students remains limited. Jin (2022) and Fehervari et al. (2022) call for longitudinal studies that evaluate the long-term impact of these models. Additionally, international students’ previous educational backgrounds and cultural norms influence their adaptability and preferences regarding teaching formats, suggesting that tailored pedagogical strategies are essential (Zhang et al., 2023). These complexities underscore the need for more nuanced research on how face-to-face and online teaching methods differentially affect the development of practical teaching skills among international students in UK universities.

2.4 Factors Influencing Learning Mode Preferences and Academic Experience

International students’ learning preferences are shaped by an interplay of cultural, technological, and individual factors. Nikolopoulou (2022) explains that students from collectivist cultures often prefer face-to-face learning because it emphasizes social interaction and communal support, whereas those from individualistic cultures may favor the autonomy and flexibility offered by online learning environments. This cultural dimension is crucial for understanding students’ academic satisfaction and performance.

Surveys by Jisc (2023) and Hillman and Robinson (2022) highlight practical barriers such as unreliable internet access and mental health challenges that influence students’ experiences with online learning, especially during the COVID-19 pandemic, which forced a sudden shift to remote education (UNESCO, 2021). However, these surveys tend to treat international students as a homogeneous group or combine their data with domestic students, limiting insight into the particular difficulties and preferences international students face.

Zhang, Goodman, and Gu (2023) stress the importance of culturally responsive institutional support systems to mitigate the social and emotional challenges international students encounter in online learning contexts. The lack of such support can negatively affect academic engagement and satisfaction. There is a notable gap in the literature regarding how these multifaceted factors interact to influence international students’ preferences and experiences, indicating the need for more intersectional and culturally sensitive research. Universities must consider these factors to enhance learning experiences and outcomes for international students in both face-to-face and online settings.

2.5 Conclusion

This study underscores the continuing importance of face-to-face teaching in supporting international students, particularly in fostering active engagement, enhancing knowledge retention, and promoting the development of practical skills that are often difficult to cultivate through online platforms alone. While online learning offers notable advantages in terms of flexibility, scalability, and accessibility especially during global disruptions such as the COVID-19 pandemic, it frequently lacks the immediacy, interpersonal connection, and spontaneous feedback that are intrinsic to in-person educational settings. These elements are especially valuable for international students, who often face additional challenges in navigating new academic cultures, language barriers, and unfamiliar pedagogical norms.

Moreover, international students’ preferences for learning modes are shaped by a constellation of factors, including cultural expectations around education, prior exposure to digital technologies, levels of self-regulation, and individual learning styles. These variables significantly influence not only how students engage with course content but also how they perceive their overall academic experience, including their sense of belonging, motivation, and perceived academic success.

Understanding these complexities is essential for universities aiming to create inclusive and pedagogically responsive learning environments. Institutions that wish to remain competitive and genuinely student-centred must move beyond one-size-fits-all approaches and consider the nuanced needs of their international student populations. By investigating international students’ experiences and preferences in relation to face-to-face and online learning, this research contributes to the ongoing discourse on how best to balance educational quality with global accessibility. Ultimately, these insights can inform more tailored and equitable teaching strategies that enhance both the academic outcomes and the broader well-being of international students in an increasingly interconnected higher education landscape.

3. Methodology

3.1 Introduction

This study adopts a secondary research methodology, which involves analysing and synthesising existing data to evaluate the impact of face-to-face teaching on international students’ engagement, knowledge retention, and skill development in comparison to online learning. This method has been effectively applied in similar contexts, for instance, Tian and Fan (2022) used secondary data to examine how online learning environments influence international students’ engagement, highlighting its relevance for exploring cross-cultural educational experiences. Given the broad scope of the research question and the availability of recent, large-scale datasets, this method was appropriate and efficient for drawing generalisable conclusions without the need for time-intensive primary data collection.

3.2 Research Design

Secondary research is particularly suitable for this study because it allows access to a wide range of reputable and large-scale educational surveys that have already investigated student experiences across the UK higher education sector. For example, data from the Jisc (2023), Hillman and Robinson (2022), and reports by UNESCO (2021) were used to compare international students’ responses to both face-to-face and online learning formats. These datasets provide insight into student satisfaction, levels of engagement, perceived knowledge retention, and technical or cultural challenges encountered.

3.3 Research Method

The strength of using these datasets lies in their scale, credibility, and scope. The Jisc and HEPI datasets include responses from thousands of students, which enhances reliability and representativeness. These sources are also peer-reviewed or institutionally validated, which strengthens the academic rigour of this research. Furthermore, they specifically include feedback from international students, allowing for targeted analysis in relation to the study’s focus.

However, secondary data also comes with certain limitations. The most notable is the lack of control over how the data was collected, which limits the ability to tailor questions specifically to the research aims (Paulsen & McCormick, 2020). Their study on disparities in online learner engagement illustrates how pre-existing datasets may not fully capture contextual nuances relevant to specific research objectives. Additionally, while the datasets provide useful quantitative metrics, they often lack the qualitative depth needed to understand students’ personal, emotional, and cultural experiences (De Jesus et al., 2020). As highlighted in their exploration of cultural mismatch and help-seeking behaviours among underrepresented student groups, nuanced insights into learners’ lived experiences are often underrepresented in large-scale secondary data. To mitigate this limitation, the research included a range of sources to cross-reference findings and identify consistent patterns.

For data analysis, a comparative and thematic approach was used. Key variables related to engagement, practical skills, knowledge retention, and technical challenges were extracted and compared across face-to-face and online modalities. Percentages and trend data were visually represented through charts and tables to aid interpretation and to make patterns more accessible for discussion. The analysis focused on identifying disparities between learning modes, particularly those affecting international students.

3.4 Limitations

In terms of ethical considerations, secondary research still demands a high degree of academic integrity and ethical responsibility. All data used in this study was obtained from publicly available, ethically approved sources. Full credit is given to the original authors and institutions. No identifiable personal data has been used, and the interpretation of findings has been conducted in an objective and transparent manner. To ensure ethical compliance, this research followed the ethical guidelines provided by the university and standard academic research practices, including proper citation and critical evaluation of sources.

In summary, the choice of a secondary research methodology allowed for a broad and data-rich understanding of the research problem. Despite limitations in customisation and depth, the use of multiple validated datasets enabled the study to provide a credible and meaningful analysis. Future research could complement these findings with primary methods, such as interviews or focus groups, to deepen the qualitative understanding of international student experiences.

3.5 Conclusion

This study shows that while secondary data reveals differences in international students’ learning experiences, primary research is needed to capture deeper personal insights.