Abstract

Online education has led to the need for lecturers to reevaluate and adjust their pedagogical practices to include the diverse needs of students in online differentiated activities. Students’ evaluations of online teaching are important to enhancing academic success rates at higher education institutions. A quantitative and qualitative study was employed to detect student-teachers’ (n = 221) diverse needs by evaluating three of their lecturers’ online classes. The results showed that lecturers had different strengths and weaknesses during online teaching. An effective differentiated online lecture requires lecturers to manage and control speakers during online classes, receive adequate training in creating online differentiated activities, create interactive and interesting small group discussions, provide extra online support, and give prompt and timely feedback on assignments.