The differences between tutor and student perceptions of design elements in online courses

Abstract

The purpose of this study is to examine tutor and student perceptions of how design elements are implemented in online courses. The four elements collaboration, motivation, digital tools and course structure are discussed in an attempt to identify how various ways of implementing them can impact learning in an online environment. The study discusses how course tutors justify the use of the various elements, and then discusses students perceptions of how these elements impacted learning. The two online courses used in this research are SV-408 E-teaching 1 and MM-106 Nettkunnskap, which are part of a one year program meant for teachers at primary and high school levels. The two courses were chosen as they are both online courses and have implemented the same elements discussed in this thesis but in different ways. There was a total of 5 course tutors and 12 adult students who participated in this research. While qualitative research was used to collect data on tutors’ perception, both qualitative and quantitative research methods have been used to gather data on students’ perceptions. Results of the research revealed that there were both similarities and discrepancies in how tutors and students perceive the various elements in the two online courses. While collaborative learning was perceived to be a good tool for learning, it is important to ensure that it is implemented in a way that does not take away students’ autonomy and the possibility to learn at own pace. Students also expressed their need for timely and constructive feedback in group discussions and after submissions were made. Results of the study have also shown that using digital tools can increase students’ interest and engagement in the course. In addition to this, students expressed the need for a good course structure that makes it easy to navigate and monitor their progress