As educators, we strive to create learning experiences that not only impart knowledge but truly engage and resonate with our students. This challenge becomes even more pronounced in the realm of online education, where many pedagogical frameworks and design principles have been developed to address these issues. However, it remains unclear whether online courses that are well-designed in theory meet students’ expectations and experience of effective pedagogy.
A recently published study conducted at the University of Sydney Business School sheds light on this issue. This study offers a method for assessing the congruence between the pedagogical intentions of course designers and the actual experiences of students in these online learning environments. This study builds on previously published insights into Business School students’ satisfaction with fully online learning (Huber et al., 2020).
The gap between design and student experience
While some MOOC researchers have focussed on key design elements of the learning experience (see Wang et al., 2021 for example), most of the time, their studies have lacked a deep dive into the construction of fully online courses. Instead, they have tended to focus on the digital tools and platforms used to supplement the traditional classroom teaching, rather than the online space as a whole.
Also, since the COVID-19 health crisis, much of the research published has centred on students’ experiences with online learning as a mode of learning, rather than on their experiences of individual online courses. These studies have focused on the benefits and challenges of studying online rather than how effective the design of a particular online course has been (see for example Hollister et al., 2022). Despite the plethora of research on online learning, there remains a significant gap in understanding how the design elements of online courses align with student satisfaction and learning outcomes. Our study aimed to bridge this gap by evaluating online course designs and comparing them with students’ feedback on their learning experiences.
Why is this important?
When we look into how students feel about learning online and what effective online leaning is, we often assume that the digital classroom is a static environment and that both students and teachers will use it as learning designers intended. These assumptions, however, overlook the diverse lived experiences that students and educators bring to online learning and teaching, and the widely different contexts that students and teachers connect from.
A dual approach to understanding online learning
Our study’s approach combined an inductive evaluation of online course design with a deductive analysis of student feedback. This was impactful because it allowed us to assess whether students’ experiences aligned with what educators and learning designers consider “good” online learning.
We used student feedback surveys to find out more about what students enjoyed and what aspects needed improvement. We also used student focus group data to validate and delve deeper into the themes identified from the survey data. Complementing this data, we developed an appraisal framework consisting of a typology of online learning sites (e.g., student-focused, teacher-focused and content-focused) and a unit design checklist to evaluate pedagogical and design quality.
Key findings
Our analysis revealed several critical insights:
– Alignment: There was not always a direct correlation between the pedagogical quality of course design and student satisfaction. Courses rated highly for design did not always translate into positive student experiences.
– Engagement: The presence of a teacher and the level of interactive content significantly impacted student satisfaction. Courses that facilitated greater teacher presence and engagement with the material were more positively received.
– Learning Environment: The overall online learning environment, including the ease of navigation and the aesthetic appeal of course sites, played a crucial role in student satisfaction.
What this means for educators
These findings underscore the importance of a holistic approach to online course design. It’s not enough to tick boxes on a quality checklist; we must consider the student experience at every turn. With this in mind, we offer a few practical suggestions for educators looking to enhance their online courses:
1. Prioritise engagement: Actively seek ways to increase your presence in the course. This could be through short videos, timely feedback on assignments, or interactive discussion forums.
2. Focus on the student experience: Regularly collect and analyse student feedback. What aspects of the course do they find most engaging or challenging? Use this feedback to make iterative improvements to your course design.
3. Create a supportive learning environment: Ensure your course is easy to navigate and visually appealing. A well-organised and aesthetically pleasing course site can significantly enhance the learning experience.
Engage with the community
The journey from good online course design to positive student learning experiences is complex and multifaceted. By understanding the nuances of this relationship and focusing on the holistic student experience, we can create more effective, engaging, and satisfying online learning environments.
Have you encountered similar challenges in designing or teaching online courses? What strategies have you found effective in aligning course design with student satisfaction? Share your experiences and insights in the comments below or connect with us on social media.
You can read our full paper here: McEwen C., Huber E., (2024) https://asrhe.org/index.php/asrhe/article/view/8317
A joint research project between Celina McEwen, University of Technology Sydney and Elaine Huber, University of Sydney
Reference list:
Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022, May). Engagement in online learning: Student attitudes and behavior during COVID-19. In Frontiers in Education, (Vol. 7, p. 851019). Frontiers Media SA. https://www.frontiersin.org/articles/10.3389/feduc.2022.851019/full
Huber, E., McEwen, C., Bryant, P., Taylor, M., Arthars, N., & Boateng, H. (2020). Learning from a rapid transition to remote emergency teaching: Developing a typology of online business education designs. Paper presented at ASCILITE 2020. Virtual Conference. https://2020conference.ascilite.org/wp-content/uploads/2021/04/ASCILITE-2020-Proceedings-Huber-E-et-al.pdf
Wang, X., Lee, Y., Lin, L., Mi, Y., & Yang, T. (2021). Analyzing instructional design quality and students’ reviews of 18 courses out of the Class Central Top 20 MOOCs through systematic and sentiment analyses. The Internet and Higher Education, 50, 100810. https://doi.org/10.1016/j.iheduc.2021.100810
About the author
Associate Professor Elaine Huber has been designing curriculum and teaching adults for over 20 years and is currently the Academic Director of the Business Co-Design team at the University of Sydney.