Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education

Abstract

Student feedback on online education has become of major importance for many higher education institutions. While researchers already identified students' success factors and analyzed student satisfaction in online study programs and courses, the role of expectations in students' online educational experience has been very often neglected in previous research. Our study adds here as it captures students' expectations at the beginning of an online study program, highlighting the differences to traditional oncampus students. Our results reveal that expectations of on-line students differ from the expectations of on-campus students and must therefore not be confused. Furthermore, the assessment of student expectations is not only a way to consider and satisfy student needs in order to improve online programs or courses, but also a means to track the institutions own performance.

The online student experience: A MAC-ICE thematic structure

“…The findings further suggest a unique context associated with the OSE, reflecting potential differences between on-campus and online student profiles and circumstances, as well as how students may engage with their institution (Wieser et al, 2017). This research provides empirical support for the role of online delivery in a quality student experience (Willging & Johnson, 2009), highlighting particular components of the OSE perceived to differ to traditional education.…”

“…To effectively compare the oncampus and OSE, one must be confident they are otherwise comparing like with like. Student characteristics, in particular, can differ substantially between on-campus and OE (Wieser et al, 2017), as would aspects of curriculum design and delivery. The literature rarely offers sufficient information to effectively discern the underlying design of compared programs and associated conditions, however, to determine whether respective on-campus and OSEs were, in every sense, equivalent, or to account for potentially confounding variables (e.g., Wynegar, & Fenster, 2009).…”

Online Student Expectations: A Multifaceted, Student-centred Understanding of Online Education

“…The present research offers a much needed empirical, student-centred and multifaceted understanding of online students' expectations. It responds to an identified need to understand what online students expect (O'Shea et al, 2015;Wieser et al, 2017), and contributes to the student perspective of OE, which has been neglected to date. The findings add to an understanding of the total online student experience, and inform universities of how they might adapt to meet the growing demand for OE.…”

“…The circumstances in which students engage with their studies, and the motivation and abilities they bring with them, provide an important additional lens through which online student outcomes should be interpreted and enhanced (Stone & O'Shea, 2019). Providing OE that meets (or manages) online students' expectations, and subsequently facilitates student satisfaction and retention (Wieser et al, 2017), therefore, requires additional consideration of these learner themes.…”

“…Understanding online students' expectations is essential to empower universities to design and deliver education that meets students' needs, facilitating strong outcomes that justify and drive public, institutional and personal investment (Australian Government, 2011). Student expectations of OE, however, remain under-researched (Wieser et al, 2017). OE research and practice often focus on the institution and its teaching, pre-defined constructs, and comparisons to oncampus education, neglecting a more holistic and student-centred understanding of online student expectations (Social Research Centre, 2017).…”