Learners’ preferences versus instructors’ beliefs in technology-enabled learning environments in Pacific Island countries: are we listening to the learners?

Technology continues to disrupt higher education around the world. The fast adoption of blended and online learning coupled with growing interest in offering MOOCs by higher education institutions warrants a systematic study of the learning environment and how learners perceive it. This study builds on previous studies that investigated digital status, online practices and learners’ preferences for learning environments in Pacific Island Countries. A total of 945 learners (873 undergraduate and 72 postgraduate) were investigated for their preferences towards psycho-social features of their preferred learning environments. In addition, 112 instructors’ perceptions demonstrated their understanding of learners’ preferences and the gaps in their understanding of their learners. The undergraduate learners place highest preference for learner interaction and collaboration and authentic learning, whereas postgraduate learners opted for instructor support, active learning and authentic learning. The instructors’ perceptions highlighted the importance they place on their role by rating their assumption for learners’ highest preference for instructor support and least satisfaction of learners towards distance education. The learners and instructors’ contradictory perceptions indicate the need for instructors to ‘listen’ to their learners and redesign technology integrated learning environments. These findings have implications on course design and delivery in higher education and MOOCs