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Improved access totechnology has led to an increase in the number of online courses and degreeprograms in higher education. Despite continuous progress, little attention ispaid to ‘understanding’ students prior to implementation of learning andteaching processes. Being a valuable input for design of online learningenvironments and student satisfaction, its neglect may result in frustrationand resistance by students. This study focused on investigating preferences ofon-campus engineering students to contribute designing a fully online calculuscourse in a Turkish university. A qualitative design was used to achievein-depth information about students’ reflections on online calculus sessions.Findings opened the floor for discussion about must-have characteristics of onlinelearners, orientation of on-campus students to online learning environment,challenging nature of mathematics as a discipline to be taught online, and thenecessity of considering human and instructional perspectives in onlinelearning rather than following a mere technological path.
Yaman et al. (Thu,) studied this question.
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