Student perceptions of key instructional design elements in online learning environments are critical to ensure the optimisation of learning. This study focused on three core components of instructional design, namely course or module structure, student engagement, and content mediation. In each of the core components, a number of elements were explored to establish how students perceived such elements. A qualitative phenomenological research approach was followed. Data were collected from two focus groups involving 14 participants (university students). Participants were enrolled in modules from diverse disciplines, such as history, biotechnology, accounting, commercial law and computer science, at either level 5, 6 or 7 on the South African National Qualifications Framework. Thematic analysis identified factors that influence learning effectiveness. Findings from the study highlight essential elements from the three components of instructional design, namely that there is a need for unambiguous course navigation since it enhances engagement and reduces cognitive load. The findings illuminate the need for timely and constructive feedback because it enhances student progress, retention and throughput rates. Accessibility emerged as vital for inclusive design, particularly for students with disabilities and those who are differently abled. Active learning techniques were preferred for fostering engagement and retention, while social learning components, such as forums and group work, were valued for promoting collaboration. Real-world examples were seen as enhancing the relevance of course content. This study contributes to instructional design literature by offering insights into student preferences. It recommends incorporating student-centred design principles to improve the effectiveness of online educational programmes.
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