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This conference paper was originally published as:

Bolton, D., Northcote, M., Kilgour, P., & Hinze, J. (2017). Using the perceptions of online university students to improve the pedagogy and practice of distance educators: Them helping us to improve IT. In H. Partridge, K. Davis, & J. Thomas (Eds.), Me, Us, IT!. Paper presented at the 34th International Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, University of Southern Queensland, Toowoomba, 4-6 December (pp. 181-190). Tugun, Australia: ASCILITE. Retrieved from


130103 Higher Education| 130306 Educational Technology and Computing| 130313 Teacher Education and Professional Development of Educators

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This paper reports on the findings of an investigation into the experiences of undergraduate and postgraduate distance education students from one higher education institution, Avondale College of Higher Education. All of the institution's current students who were enrolled in a distance course or who had previously completed a distance component of their course were surveyed using an online questionnaire. A subgroup of this population also contributed to focus group discussions. Findings from an analysis of the combined data gathered from the online questionnaire and the focus groups were used to inform the institution's professional development (PD) program that supports lecturers to design and teach online courses. Results of the study are outlined in terms of distance students' perceptions about the institution's distance education program, specifically in relation to course structure, interaction and communication, presentation of materials, use of media and design consistency. The paper concludes with recommendations for addressing the weakness of online learning programs including both curriculum design and PD strategies.


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