Journal of higher education curriculum studies

Journal of higher education curriculum studies

Practical instruction model for improving online learning quality in undergraduate courses

Document Type : Research Paper

Authors
Farhad Seraji 1
Mouhammad Javadipour 2
Farah Aalikhani 3
1 Department of Curriculum and Instructional Methods and Programs, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
2 Associate Professor, Department of Methods, Curriculum and Instructional Planning, University of Tehran, Tehran, Iran
3 Assistant Professor, Department of Educational Sciences, Mehralborz University
10.22034/hecs.2026.573925.2053
Abstract
Online education is now a well-established modality, extending beyond postgraduate studies to encompass a significant number of undergraduate programs. Given the distinct characteristics and needs of undergraduate learners, the pedagogical models employed in online undergraduate education often differ from those used at the postgraduate level. This study aims to develop an operational framework for enhancing the online learning model specifically for undergraduate courses. The research employed a multi-phase methodology. First, a systematic literature review was conducted in accordance with PRISMA guidelines, involving the selection of appropriate keywords and the application of inclusion and exclusion criteria. From an initial pool of 157 articles, 26 were identified as relevant and underwent in-depth analysis. Second, a case study analysis of globally recognized, successful online universities was performed. Institutions examined included Turkey's Anadolu University, Canada's University of Alberta, Malaysia's Tun Abdul Razak University (UNIRAZAK), China's Open University of China (OUC), and Spain's Universitat Oberta de Catalunya (UOC). Key strategies, decisions, and operational practices were extracted from their official publications and reliable secondary sources. Third, three focus group sessions were held with educational, cultural, and technical experts from Mehr Alborz University. The interview data from these sessions were analyzed using thematic analysis. The integrated findings indicate that an effective framework for undergraduate online education requires a holistic structure encompassing educational, technical, and administrative student support. Essential measures include fostering social presence through both synchronous and asynchronous modalities, and implementing an operational plan dedicated to: enhancing student digital and self-regulation skills, building the online teaching competencies of instructors and teaching assistants, diversifying interaction and feedback mechanisms, and refining evaluation methods.
Keywords
e-learning
online university
Mehr Alborz
effective teaching
quality
Subjects
Adam. I.O ., Effah2. J & Boateng. R(2018).Activity theory analysis of the virtualisation of teaching and teaching environment in a developing country university. Education and Information Technology, 13(4), 45-70.
Ansong. E., Boateng. S.L, Boateng.R(2017). Determinants of E-Learning Adoption in Universities: Evidence From a Developing Country. Journal of Educational Technology Systems. 46(1) 30–60
Archambault, L., Leary, H., & Rice, K. (2022). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational psychologist, 57(3), 178-191.
Al-araibi. A.A. M.,,  Mahrin. M.N.,Rasimah. M.Y., Chuprat. S.B(2018). A model for technological aspect of e-learning readiness in higher education. Education and Information Technologies.https://doi.org/10.1007/s10639-018-9837-9.
Bigatel. P.M., Ragan. L.C., Shannon Kennan. S., May.J., and  Redmond. B.F(2019). The Identification of Competencies for Online Teaching Success. Journal of Asynchronous Learning Networks, 16(1), 59-73.
Boateng, R.,Sekyere. A., Mbrokoh Lovia Boateng Prince Kwame Senyo Eric Ansong , (2016),Determinants of E-learning adoption among students of developing countries, The International Journal of Information and Learning Technology, 33 (4),76-89.http://dx.doi.org/10.1108/IJILT-02-2016-0008.
Çebi, A., Araújo, R. D., & Brusilovsky, P. (2023). Do individual characteristics affect online learning behaviors? An analysis of learners sequential patterns. Journal of Research on Technology in Education, 55(4), 663-683.
Evrim Baran , Ana-Paula Correia & Ann Thompson (2011) Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers, Distance Education, 32:3, 421-439, DOI: 10.1080/01587919.2011.610293.
Fiock, H. (2020). Designing a Community of Inquiry in Online Courses. The International Review of Research in Open and Distributed Learning, 21(1), 135-153. https://doi.org/10.19173/irrodl.v20i5.3985.
Garrison, D. R. (2024). A brief history of the Community of Inquiry framework (a personal recollection). In The Design of Digital Learning Environments (pp. 26-43). Routledge.
Gbolahan Olasina (2018). Human and social factors affecting the decision of students to accept e-learning, Interactive Learning Environments, 14, 34-51. DOI:10.1080/10494820.2018.1474233.
Getenet, S., Cantle, R., Redmond, P., & Albion, P. (2024). Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. International Journal of Educational Technology in Higher Education, 21(1), 3-22.
Guo, Q., Zeng, Q., & Zhang, L. (2023). What social factors influence learners' continuous intention in online learning? A social presence perspective. Information Technology & People, 36(3), 1076-1094.
Huang, C., Tu, Y., He, T., Han, Z., & Wu, X. (2024). Longitudinal exploration of online learning burnout: the role of social support and cognitive engagement. European Journal of Psychology of Education, 39(1), 361-388.
Kim.B., Yang.C.Y(2009). Evaluation standard for institusional evaluation of open university. AAOU Journal, 4(1), 14-26.
Kim. J.,Kwon. Y., ChoInvestigating . D(2011). factors that influence social presence and learning outcomes in distance higher education. Computers and education, 57, 1512-1520.
Kostopoulos, G.,Kotsiantis, S., Pierrakeas, C., Koutsonikos, G. and Gravvanis, G.A. (2018).‘Forecasting students’ success in an open university’, Int. J. Learning Technology, 13(1),.26–43.
Liu, J.C. (2019). Evaluating online learning orientation design with a readiness scale. Online Learning, 23(4), 42-61. doi:10.24059/olj.v23i4.2078.
Livingstone, K. M., Milte, C. M., Macfarlane, S., Woods, J., & Booth, A. (2022). The design and evaluation of online interactive learning in an undergraduate nutrition course. Frontiers in Nutrition, 9, 811103.
Lowenthal. P., Borup. J., West, R., Archambaul. (2020).Thinking Beyond Zoom: Using Asynchronous VideoCOVID-19 Pandemic. Jl. of Technology and Teacher Education, 28(2), 383-391.
Mastan, I. A., Sensuse, D. I., Suryono, R. R., & Kautsarina, K. (2022). Evaluation of distance learning system (e-learning): a systematic literature review. Jurnal Teknoinfo, 16(1), 132-137.
McKenna, B. A., Wehr, J. B., & Kopittke, P. M. (2024). Quantifying online engagement at three levels of undergraduate study. Cogent Education, 11(1), 2345939.
Meng, L., Inthawadee, S., Daengdej, J., & Shinasharkey, T. (2024). Factors Influencing Undergraduate Students’ Satisfaction And Performance Towards Online Learning in Chengdu, China. AU-GSB e-JOURNAL, 17(2), 92-101.
Mostafavi, Z. O. S., Kamal Kharazi, S. A. N., & Narenji Thani, F. (2020). Investigation of Students Interaction in E-learning Environment; Case Study: Mehralborz Higher Education Institute. Teaching and Learning Research, 13(1), 21-36. doi: 10.22070/tlr.2016.13.1.21.[in Persian].
Nazari,R , Azimi,E , Hatami,J and Hasanzadeh,M . (2026). Examining the Effectiveness of ChatGPT Feedback Compared to Teacher Feedback on Student Engagement and Cognitive Outcomes. Iranian Journal of Curriculum Studies, 20(79), 97-114. doi: 10.22034/jcs.2026.562068.2538[in Persian].
Nyoni. J(2013).Activity Theory Practice in Open and Distance Learning: Implications for Learning Virtually. Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy, 14(4), 735-745.
Olasina, G. (2019). Human and social factors affecting the decision of students to accept e-learning. Interactive Learning Environments, 27(3), 363-376.
Parkes. M.,Stein. S., Reading. C(2015)Student preparedness for university e-learning environments. Internet and Higher Education 25, 1–10.
Rahmat, N. H., Sukimin, I. S., Sim, M. S., Anuar, M., & Mohandas, E. S. (2021). Online learning motivation and satisfaction: A case study of undergraduates vs postgraduates. International Journal of Asian Social Science, 11(2), 88-97.
Ren, X., & Zhou, Y. (2025). Chinese undergraduate students’ learning experiences in a transnational distance education program in the United States. American Journal of Distance Education, 39(2), 240-254.
Sahni, S., Verma, S., & Kaurav, R. P. S. (2025). Understanding digital transformation challenges for online learning and teaching in higher education institutions: a review and research framework. Benchmarking: An International Journal, 32(5), 1487-1521.
Salame, I. I., Gomes, V., Moreira, M. K., & Jihad, H. (2023). Impact of the digitization of teaching on undergraduate students as the result of the Covid-19 pandemic and transitioning to online learning. International Journal of Instruction, 16(3), 343-362.
Stephen, J. S., & Rockinson-Szapkiw, A. J. (2021). A high-impact practice for online students: The use of a first-semester seminar course to promote self-regulation, self-direction, online learning self-efficacy. Smart Learning Environments, 8(1), 98-113.
Sugiharto, F., Permana, R. H., & Hermayanti, Y. (2023). Student engagement in online learning among undergraduate nursing students. Jurnal Keperawatan Komprehensif (Comprehensive Nursing Journal), 9(3).
Seraji, F., Ansari, S., & Chosarih, M. R. Y. (2023). Effect of community of inquiry method on media literacy competencies in elementary students. Education and Information Technologies, 28(5), 5313-5340. https://doi.org/10.1007/s10639-022-11389-7.
Slack, H. R., & Priestley, M. (2023). Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being. Assessment & Evaluation in Higher Education, 48(3), 333-349.
Wang, S., Wang, Y., & Zhao, L. (2025). Effects of psychological resilience on online learning performance and satisfaction among undergraduates: The mediating role of academic burnout. The Asia-Pacific Education Researcher, 34(1), 395-409.
Zandi,T . (2025). Principles and guidelines of university textbooks graphic design. Journal of higher education curriculum studies, 15(30), 113-141. doi: 10.22034/hecs.2025.488846.1963[in Persian].