rapid growth of online instruction in teacher education colleges, the quality
of online courses has become an important issue. The purpose of this study was
to investigate Arab undergraduate students' perceptions of their learning
experiences of fully asynchronous online courses at a teacher training college.
The study sample comprised 103 Israeli Arab students, who were surveyed about
the factors they perceived to be important to the quality of online learning.
The questionnaire comprised items on four different aspects: course design,
course content, interaction among students, and student-instructor interaction.
The findings indicated that the learning experience was positive overall and
the students were satisfied. They rated statements related to the importance of
interacting with peers and with the instructor at a high level. On the other
hand, the respondents rated the quality of interaction among peers and the
quality of the collaborative learning activities provided for students in the
online courses at a low level. Other findings revealed that the students
preferred a consistent structure across all online courses delivered by the
college. The findings of the current study constitute insights that might
assist online instructors, instructional designers and college stakeholders to
improve the quality of future online courses.