Abstract:

As online learning continues to evolve, there is an urgent need to move beyond rigid, content-driven models toward more flexible, learner-centered approaches that respond to student preferences and learning needs. This study explores the transformation of an online course into a hybrid learning environment, emphasizing the role of student feedback in shaping instructional design.

Using a design-based research methodology, the study documents the iterative development of an undergraduate Mobile Learning Course, initially offered entirely online and progressively redesigned based on student preferences and contextual learning needs. Data were collected over four consecutive semesters from 220 undergraduate students enrolled in three different sections of the course at Sultan Qaboos University, utilizing surveys, reflections, achievement tests, structured interviews, and rubrics for e-portfolios and artifacts.

Findings highlight that integrating student preferences into course design significantly enhances engagement, motivation, and self-directed learning. However, transitioning from a content-centered to a learner-centered model requires instructional designers to adopt a more flexible, iterative approach—one that deeply considers learners’ characteristics, expectations, and evolving educational contexts.

This study argues that transforming online learning through student-driven design fosters more personalized, engaging, and effective learning experiences. By embracing adaptability and continuous refinement, instructional designers can create hybrid learning environments that not only align with learners’ needs but also promote deeper, more meaningful learning outcomes.

Keywords:

Learner-Centered Design, Design-based research, online learning, instructional design, Hybrid learning environment.