Abstract
This mixed-methods study explored how leveraging student experiences through feedback can foster a more relevant academic curriculum and online content to improve technological course room delivery. Surveys were administered to online students to assess contextual elements of course relevance that are beneficial in their field. Our findings indicate that some components are useful and do not impact the learning environment. Additionally, some online components were rated favorably by students. The evaluation of the online course design revealed that a minority of participants (9.48%) strongly disagreed that the course room contains unnecessary user interface elements, while 26.72% disagreed, and 16.38% somewhat disagreed. Conversely, a smaller portion of participants (2.59%) strongly agreed, 11.21% agreed, and 12.93% somewhat agreed, with 20.69% remaining neutral.
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