In recent years, there has been a significant increase in the number of undergraduate students who choose to take online courses. In light of this trend, this research aims to delve into the performance and development of online learning identities to gain a better understanding of the unique experiences of these learners. Additionally, the study seeks to provide educators and instructional designers with insights on how to promote effective online course design and facilitation, which can contribute to an optimal online learning experience. To achieve these goals, semi-structured interviews were conducted with 15 Asian international undergraduate students who had taken online courses from universities in the United States. Their online learning artifacts were also examined. A narrative inquiry analysis of the data reveals that these online learners have multiple identities that are interrelated, including personal, academic, professional, social, and cultural identities. Furthermore, the study highlights that learner autonomy, course design, the climate of the online learning community, and the learning process and experience have an impact on learners' online learning performance and identity development. The findings suggest that online course design must be clear and explicit, with meaningful and structured interactive activities to support learners' autonomy. Additionally, learners may require support and guidance to facilitate their autonomy throughout the online learning process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]