Student perceptions of asynchronous learning in an introductory online fashion course

ABSTRACT Instructor and student perceptions of online courses vary due to different levels of experience and motivation. While students generally take online courses due to a preference for independent learning, instructors typically teach online courses when the content is appropriate for digital delivery. This study explored the perceptions of online learning from the student perspective in an online fashion merchandising course. To evaluate student success and perceptions, qualitative and quantitative data were collected from 2016 to 2020. Student responses to the end-of-course surveys revealed concerns regarding time management, communication, lecture format, and assignment types. Previous experiences in online courses and student learning preferences strongly influenced perceptions of the online fashion courses. Student grades also rose as course changes were implemented. Instructors can influence student success and perceptions in online courses through straightforward and frequent communication with students, transparency about time management expectations, and with regular updates to course content.