Online modes of study have been found to be equivalent to on-campus environments with respect to key outcomes such as student academic performance (Magagula and Ngwenya, 2004; McPhee and Söderström, 2012) and student satisfaction (Palmer, 2012). However, online offerings also pose some key differences to on-campus modes of study. Accessing course materials online allows unprecedented levels of flexibility and accessibility for students from around the world and overcomes geographical barriers that might prevent students accessing on-campus course offerings (Brown, 1997, 2011; Bates, 2005). The nature of the online education environment also means that course delivery needs to compensate for the lack of immediate physical infrastructure, relying more heavily on asynchronous methods of communication. There is also emerging evidence that online student cohorts differ from on-campus cohorts with respect to factors such as age and work or family commitments (Bailey et al., 2014; Johnson, 2015), which also speaks to the demand for more flexible, career-driven online offerings. The requirements of online students as a distinct demographic are another factor for consideration when planning and developing an online course. Furthermore, from a course development perspective, there is increasing understanding that developing online courses is more complex than merely translating written materials to an online format; it requires careful planning and maximization of available online technologies to cater for a variety of individual differences, student timetables and external commitments, and assessment modes (e.g., Rovai, 2003; Grant and Thornton, 2007; Rovai and Downey, 2010). Online learning does not only differ for students but also carries implications for instructors. Online instruction places varying demands on delivery and feedback methods and relies on different teacher knowledge and skills than face-to-face tuition (Alvarez et al., 2009). It is evident that a sensitive approach catering to both similarities and differences of both modes of study is warranted. With the abovementioned differences between on-campus and online education in mind, there is a duty for online education providers to continue to research and implement best practice for online modes of study. As fully online offerings continue to develop, new modes of delivery necessitate continual adjustment and evaluation to ensure that courses meet student needs. One such development is the move toward intensive mode courses. Intensive online degree courses (hereafter referred to as “intensive online courses”) are those in which students complete a degree entirely online, within an accelerated timeframe compared to the typical on-campus learning experience. Units of study are also delivered in shorter timeframes than the traditional (in an Australian context) 12- or 13-week semester, sometimes comprising 6 or 8 weeks of intensive learning, where a similar amount of material is covered compared with a semester structure. Students typically complete one unit at a time (as compared to four units concurrently for a traditional on-campus semester). Intensive online degree programs have built on the success of MOOCs to help upskill, and in some cases provide certified professional development, over a faster timeframe than typical on-campus university courses (Laurillard, 2016). MOOCs aside, the literature base on intensive online learning for degree programs in particular remains limited. With the potential for tertiary institutions to move more toward this mode of offering, which provides for increased student intake to meet growth demands, there is a need to more comprehensively evaluate the factors that contribute to student and instructor success in an intensive online learning environment. The present integrative review aims to bring together acknowledged best practices in online education, with a view to considering how these may 14
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