Abstract

Online education provides students with the flexibility to study whenever and wherever they prefer, with 24/7 access to resources and asynchronous communication. Although technology permits self-paced study, learners tend to retain a desire for quick, individualised feedback that matches their preferred communication styles. From an individualistic perspective, this may seem reasonable, however, when there are over 100 individuals and only one educator, what may seem reasonable versus what is possible largely differs. Further, the inherent diversity of students who choose to study online can result in a cohort of learners with diverse skills, communication preferences and expectations. Despite learner variation, contemporary educators must accommodate all students’ needs regardless of their preferences and proficiencies. This paper presents empirical findings over three years, whereby changes in communication design improved student expectations and satisfaction, fostered effective peer interaction and simultaneously reduced academic workload.