One reason I'm linking to this item is that it focuses on nontraditional students, which makes it a welcome relief from most similar work (it would be even better if it extended to non-students, but that may be asking a bit too much). The nontraditional students value about what you might expect: clear instructions on how to get started, clear assessment criteria, and access to technical support if something goes wrong. I would like to have known what traditional students favour more, but beyond saying they don't like the start-of-course introductions, the article doesn't really address that.
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