| This doctoral study explored the leadership implications for delivering online learning in mainstream higher education institutions by examining the characteristics, motivations, and perceptions of 163 graduate students enrolled in online academic programs at a western Canadian university. Through the use of mixed research methods, and drawing on survey, focus group, and interview data, findings revealed the diverse views and needs of participants. Findings included the characteristics and motives of the online learners along with their perceptions of online learning.;As a context for discussing leadership implications, issues and concerns were addressed while considering the needs of participants. For instance, program issues were addressed and included the credibility and costs of online programs. As well, faculty presence and development for online environments were raised as issues by participants. They also mentioned online student services as an area of concern, such as offering various online communities, providing program information, and developing students' technology and information literacy skills. An added discussion presented further questions about learner needs when studying online. Leadership suggestions for effectively planning, implementing, and delivering online learning were given, as well as marketing online programs. Additionally, developing good human relationships in online learning was recommended, such as working effectively with faculty and ensuring students had quality online experiences.;On average, participants were middle aged, female, and married. They were North American and lived in an urban or rural setting. It had been over seven years since they were in a formal degree program, and they had taken more than four fully online courses. Their technical and information literacy skills were adequate enough to manage online learning. Logistically, participants were concerned about the online programs' costs and credibility. Personally, they were uncertain if they could learn online, or feared they lacked the necessary technical skills. Participants shared their perceptions of online learning, as well, and spoke about their need for support from faculty and staff members. They also spoke about their need for an engaging online learning environment, instructor, and activities, and further requested online communities and rich communication. Structurally, participants asked for online learning to be designed well, and that it consider the nature of the online environment and distant learner. |
