Online learning has become a significant component of the long-term strategy for leading universities into the future. The purpose of this sequential mixed methods study was to examine factors affecting student perceptions of online course quality using benchmarks in the design principles of teaching and learning, course structure, and student support in online courses. Furthermore, the study aimed to discover whether the interaction of a social presence was perceived as important to the quality of the student’s online learning experience. Two hundred forty five students were surveyed and eleven students participated in follow-up interviews. Results indicated that interaction between students and the instructor was a key element in their perceptions of a quality learning experience.
Presenter: Rita Thomas