This paper outlines the findings from a research project on students' conceptions of learning in a series of international online collaborative seminars that involved partner institutions from Europe and the US. The lead institution was an international, graduate university in Europe. The study was conducted with the aim of exploring the qualitatively different ways in which graduate students conceive of learning in an international, interdisciplinary and multimodal setting. Of the 82 participants in the seminars, 42 students in social sciences and humanities volunteered to be interviewed. The transcripts were analysed using a phenomenographic approach. A hierarchical system of qualitatively different conceptualisations was created; according to which students conceptualised internationalised learning as (1) a process to integrate information, skills and knowledge, (2) international encounters designed to harness diversity of views and (3) an opportunity for interdisciplinary learning. The varying forms of fragmented and cohesive conceptions are also discussed.