Abstract

While previous research explores the experiences of Asian international students within traditional higher education communities in America, there is a lack of research on how the online learning environment impacts these students. The present qualitative study examined Asian international students’ (n = 3) perceptions of isolation in online learning environments at a Midwestern University. Rooted in symbolic interactionism, students’ perception of a virtual self was explored, as well as what factors increased feelings of loneliness, and how different styles of identity management resulted in differences in their coping strategies. Findings suggest that a deficiency of communication skills increased anxiety in interactions with others. Loss of social cues and a misunderstanding of nuance made it difficult to follow online conversations for Asian students. Interestingly, while they participated in online classes, students constructed, maintained, and transformed a sense of self. Students who had an “independent-self concept” paid less attention to others and focused on learning tasks. On the other hand, those who had a “social-self concept” pursued social interaction and found helpers in both the online and offline. Therefore, the results suggest Asian students felt isolation and found coping strategies depending on the concepts of self in online learning environments.