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It makes sense: language supports for international students should be relevant to both the in-person and online learning experience they have. Given that learning environments are now often hybrid, the finding that international students use assistive technologies more than other students do is an important one. In general (across all students), 57% used at least one assistive technology or device, and these were the most-used according to student responses: Captions (28%) Spelling/writing support (26%) Screen reader (17%) Transcripts (16%) Dictation (15%) Screen magnification (10%) Hybrid learning is the norm While more than half of students (53%) said they prefer learning mainly on campus (in classes), more than a third (36%) said they like a mix of in-person and online learning (hybrid).


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Another 11% prefer to learn mainly online. In terms of actual experience, just under two-thirds of students (64%) said they were mainly on campus, with 26% learning in a hybrid manner and 11% learning mainly online. Last year, only 28% of students surveyed were learning mainly on campus with other students.


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The most common elements of students’ online learning environment were: Recordings of live sessions (76%) Recorded/pre-recorded content and resources (70%) An online assessment/testing platform (60%) Live streams of lectures (49%) A virtual learning environment (49%) Supports appreciated by international students Students were asked about a range of tools and features that help them to make the most of their learning environment, including captions, spelling/writing support, and transcripts. International students were more likely than other students to say they use captions, spelling/writing support, and transcripts than other students were.


Barriers to students’ online experience Though students did report high satisfaction with digital learning, they also pointed to several issues affecting their ability to learn. The top issues were poor wifi connection (54%) and lack of a private area to work (36%). Smaller, but significant, numbers of students also reported having no suitable device (27%) and not having a safe area to work (19%). Those proportions suggest that students from more marginalised or poor backgrounds could use more support in accessing suitable technologies and secure and reassuring places to work.


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