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Abstract

Online learning environments (OLE) play a vital role in delivering qualitylearning outcomes. However, despite calls for improved learningenvironments, the practice of translating traditional face-to-face deliveryinto quality online offerings remains patchy. OLEs have implicationsfor student experience, and thus student retention. In this paper weexamine three domains that shape student experience, ‘relevance ofonline content’, ‘alignment of online content with student aspirations’,and ‘navigation with the online environment’ and propose that studentsevaluate online materials based on what they find interesting, and whatthey deem a value-add investment in exchange for their time. Drawingfrom the literature, as well as our experience in the field, we presenta conceptual framework, the Tri-layered Student Online ExperienceFramework (TSOEF), which aims to act as a practical resource for academicand education technologists for informing the design of online units.To illustrate how our Framework can be operationalised, we provide animplementation case study centred on a third-year undergraduate unitat the University of Tasmania in Australia. This paper offers a practicalguide for providing students with value-driven offerings.

Item Type:	Article
Authors/Creators:	Eager, BE and Lehman, K and Scollard, JM
Keywords:	Entrepreneurship education; learning management; online learning; online pedagogy; student experience
Journal or Publication Title:	Journal of Applied Learning & Teaching
Publisher:	Kaplan
ISSN:	2591-801X
DOI / ID Number:	https://doi.org/10.37074/jalt.2020.3.s1.8
Copyright Information:	Copyright 2020 The Authors. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/
Related URLs:	Google Scholar: Lehman, K UTAS Profile: Lehman, K
Item Statistics:	View statistics for this item

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