Learner Perceptions of Online Courses

The debate about learner perceptions of online courses can be divided roughly into two spheres: those that argue that learner perceptions are influenced mainly by instructor quality, and those that argue that learner perceptions are more affected by course design quality (Ortiz-Rodríguez, Telg, Irani, Roberts & Rhoades, 2005). These divergent views may mirror a shift in research literature away from an instructor focus and toward a student focus – labeled as either a learner, learning, or engagement focus (Ennis-Cole & Lawhorn, 2004; Palloff & Pratt, 2007, and Rice, 2006). This also reflects emerging research (e.g., Jackson, 2007, Pall off & Pratt, 2007, and Wilson, 2007) which indicates that the instructor’s role is changing from being the sole expert responsible for designing, developing, and teaching the class – the “sage on the stage” model – toward a team-based approach where the instructor assists in designing a course with a team and acts as a facilitator for the learners – the “guide on the side” model.