Abstract
Course design is viewed as a critical component of student success in online classes. The purpose of this qualitative multi-case study was to examine student perceptions of course design elements that supported student success. The study included three data sources for each of the three cases: responses to questionnaires, written responses during online peer discussions, and course data/documents. The course studied was a prerequisite to student teaching in the post-baccalaureate online teacher certification program at a small, rural, Midwestern university. Guiding this research was the idea that a fundamental pedagogical shift is needed for online student success due to asynchronous communication and the necessity of extensive course pre-planning. Looking through this lens, findings unique to supporting online learning were uncovered. Case study students placed great value on strong course organization, time-flexible feedback, confidence in the instructor’s content ability and consistent support, and relevance of both feedback and coursework.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Fayer, Liz Dr.
(2014)
"A Multi-Case Study of Student Perceptions of Online Course Design Elements and Success,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 8:
No.
1, Article 13.
Available at: https://doi.org/10.20429/ijsotl.2014.080113
Supplemental Reference List with DOIs