Problem

As online and hybrid learning became more common, York University sought to better understand how students experienced, adapted to, and engaged with these formats. While discussions often focused on challenges, there was little qualitative data capturing both the benefits and limitations of online learning from a student perspective. The goal of this research was to explore how students perceived online learning, what aspects they found valuable, and where improvements could be made. These insights would inform the design of new courses that better aligned with student needs.

Process

Qualitative Research & Semi-Structured Interviews

To gain a deeper understanding of student experiences, I conducted semi-structured qualitative interviews with undergraduate students across various disciplines. The questions were designed to encourage open discussion about their experiences, challenges, and the ways online learning influenced their academic journey.

Key Interview Topics:

• Motivations for participating in online learning and past experiences with it

• Perceived quality of online courses compared to in-person learning

• Challenges, including focus, engagement, and sense of connection

• Benefits, such as time flexibility, self-paced learning, and accessibility

• Impact on sense of community and connectedness with peers and instructors

• Changes in attitude towards online learning over time

By structuring the interviews in an exploratory manner, I was able to capture both the positive and negative aspects of online learning, providing a balanced perspective on student experiences.

Thematic Analysis & Insights Generation

After conducting the interviews, I used thematic analysis to categorize key findings into major themes that shaped student experiences:

• Time Flexibility: Many students valued the ability to balance coursework with personal and professional responsibilities.

• Self-Paced Learning: The ability to review recorded lectures and access materials at any time was seen as beneficial.

• Reduced Social Interaction: While some students appreciated the independence of online learning, others reported feeling disconnected from their peers and instructors.

• Engagement Barriers: Some students struggled with focus and motivation in online settings, particularly in asynchronous courses.

• Hybrid Learning Preferences: While many students found online learning effective, a portion preferred a hybrid model that allowed for occasional in-person engagement.

These findings challenged common assumptions that online learning was primarily a struggle for students and instead highlighted the aspects they found valuable.

Course Design Recommendations & Implementation

Based on student feedback, I collaborated with faculty to design two new course structures that aligned with student needs:

• A fully online course optimized for flexibility, asynchronous learning, and accessibility.

• A hybrid course incorporating structured in-person sessions to support engagement while maintaining the benefits of online flexibility.

These course designs aimed to balance flexibility with engagement, ensuring students had options that best suited their learning preferences.

Results & Impact

• Student-Centered Course Design: The research directly led to the development of a fully online and a hybrid course, designed based on student preferences and learning habits.

• Improved Flexibility & Accessibility: The fully online course structure supported students who benefited from self-paced learning, while the hybrid course maintained structured engagement.

By taking an exploratory and research-driven approach, this study helped York University refine its online course offerings, ensuring that student experiences and preferences were at the core of course design decisions.

Student Feedback:
"I love having the ability to rewatch lectures and learn on my own schedule. It makes balancing school and life much easier."
"Hybrid learning gives me the best of both worlds. I can attend key discussions in person but still have the flexibility of online learning."