{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:986"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:986","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Enhancing asynchronous online learning : unveiling student perspectives on course design","abstract":"Bennett, Jodi Asynchronous online learning has become an integral part of higher education; however, research indicates a gap between student needs and the design of online courses. This study examines students' perspectives on asynchronous online course design, highlighting the roles of instructional designers and subject matter experts (SMEs) in shaping their learning experiences. Using a qualitative exploratory approach, this research examines what students value in online course design and how the course development process impacts their engagement, satisfaction, and overall success. Findings from focus groups reveal that students prioritize clear course organization, interactive elements, instructor presence, and accessible learning materials. Additionally, participants noted key differences between courses designed by SMEs and those developed with instructional designers, expressing a preference for the structured, student-centered approach facilitated by instructional designers. These insights reinforce the importance of intentional course design and the need for faculty collaboration with instructional designers to create engaging, accessible, and pedagogically sound learning experiences. This study contributes to the growing body of literature on student voice in online learning, highlighting opportunities for institutions to enhance course development through student-centered design practices. The findings suggest that systematically incorporating student feedback, providing faculty with instructional design support, and fostering collaboration between SMEs and instructional designers can enhance the quality and effectiveness of asynchronous online education. Future research should investigate the long-term effects of student-centered course design on student retention, academic performance, and overall student success.","abstract_html":"Bennett, Jodi Asynchronous online learning has become an integral part of higher education; however, research indicates a gap between student needs and the design of online courses. This study examines students' perspectives on asynchronous online course design, highlighting the roles of instructional designers and subject matter experts (SMEs) in shaping their learning experiences. Using a qualitative exploratory approach, this research examines what students value in online course design and how the course development process impacts their engagement, satisfaction, and overall success. Findings from focus groups reveal that students prioritize clear course organization, interactive elements, instructor presence, and accessible learning materials. Additionally, participants noted key differences between courses designed by SMEs and those developed with instructional designers, expressing a preference for the structured, student-centered approach facilitated by instructional designers. These insights reinforce the importance of intentional course design and the need for faculty collaboration with instructional designers to create engaging, accessible, and pedagogically sound learning experiences. This study contributes to the growing body of literature on student voice in online learning, highlighting opportunities for institutions to enhance course development through student-centered design practices. The findings suggest that systematically incorporating student feedback, providing faculty with instructional design support, and fostering collaboration between SMEs and instructional designers can enhance the quality and effectiveness of asynchronous online education. Future research should investigate the long-term effects of student-centered course design on student retention, academic performance, and overall student success.","abstract_has_math":false,"creators":["Bennett, Jodi"],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T18:44:43Z","subjects":["Education, Higher","Web-based instruction","Instructional systems--Design","Distance education"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/986","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Bennett, Jodi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Higher","Web-based instruction","Instructional systems--Design","Distance education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/986"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Bennett, Jodi Asynchronous online learning has become an integral part of higher education; however, research indicates a gap between student needs and the design of online courses. This study examines students' perspectives on asynchronous online course design, highlighting the roles of instructional designers and subject matter experts (SMEs) in shaping their learning experiences. Using a qualitative exploratory approach, this research examines what students value in online course design and how the course development process impacts their engagement, satisfaction, and overall success. Findings from focus groups reveal that students prioritize clear course organization, interactive elements, instructor presence, and accessible learning materials. Additionally, participants noted key differences between courses designed by SMEs and those developed with instructional designers, expressing a preference for the structured, student-centered approach facilitated by instructional designers. These insights reinforce the importance of intentional course design and the need for faculty collaboration with instructional designers to create engaging, accessible, and pedagogically sound learning experiences. This study contributes to the growing body of literature on student voice in online learning, highlighting opportunities for institutions to enhance course development through student-centered design practices. The findings suggest that systematically incorporating student feedback, providing faculty with instructional design support, and fostering collaboration between SMEs and instructional designers can enhance the quality and effectiveness of asynchronous online education. Future research should investigate the long-term effects of student-centered course design on student retention, academic performance, and overall student success."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Enhancing asynchronous online learning : unveiling student perspectives on course design"]}]}],"canonical_facts":{"dc:creator":["Bennett, Jodi"],"dc:date":["2025"],"dc:description":["Bennett, Jodi Asynchronous online learning has become an integral part of higher education; however, research indicates a gap between student needs and the design of online courses. This study examines students' perspectives on asynchronous online course design, highlighting the roles of instructional designers and subject matter experts (SMEs) in shaping their learning experiences. Using a qualitative exploratory approach, this research examines what students value in online course design and how the course development process impacts their engagement, satisfaction, and overall success. Findings from focus groups reveal that students prioritize clear course organization, interactive elements, instructor presence, and accessible learning materials. Additionally, participants noted key differences between courses designed by SMEs and those developed with instructional designers, expressing a preference for the structured, student-centered approach facilitated by instructional designers. These insights reinforce the importance of intentional course design and the need for faculty collaboration with instructional designers to create engaging, accessible, and pedagogically sound learning experiences. This study contributes to the growing body of literature on student voice in online learning, highlighting opportunities for institutions to enhance course development through student-centered design practices. The findings suggest that systematically incorporating student feedback, providing faculty with instructional design support, and fostering collaboration between SMEs and instructional designers can enhance the quality and effectiveness of asynchronous online education. Future research should investigate the long-term effects of student-centered course design on student retention, academic performance, and overall student success."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/986"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Education, Higher","Web-based instruction","Instructional systems--Design","Distance education"],"dc:title":["Enhancing asynchronous online learning : unveiling student perspectives on course design"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:43Z"}