Creating engaging online resources is an important part of the rapidly changing discipline of e-tutoring. There is increasing use of a wide range of media for online training but only a limited number of studies assessing their effectiveness. This study involved an educator working collegiately with cohorts of online students studying a specialist land-based postgraduate degree programme ( n = 79). The opinions of these mature online students, on current and potential learning resources, informed two interventions that provided novel online resources to the course. Student opinion on these new resources was captured and subjected to thematic analysis. The results identify that these students’ favoured resources were online lectures, course notes, primary literature and tutors’ opinion pieces because they were perceived as accessible, easy to engage with, assignment-related and/or provided something akin to a ‘university campus experience’. In contrast, podcasts and knowledge review quizzes were strongly disfavoured by the majority of respondents. The implications of this study in relation to online teaching practice are discussed.

中文翻译：

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学生对陆上研究生在线学位课程学习资源的偏好

创建引人入胜的在线资源是快速变化的电子辅导学科的重要组成部分。越来越多的媒体用于在线培训，但只有少数研究评估了其有效性。这项研究涉及一位教育工作者，与一群在线研究陆基研究生学位课程的在线学生共同工作（n = 79）。这些成熟的在线学生对当前和潜在学习资源的看法为两种干预措施提供了参考，这些干预措施为课程提供了新颖的在线资源。学生对这些新资源的意见被捕获并进行主题分析。结果表明，这些学生最喜欢的资源是在线讲座，课程笔记，主要文献和导师的见解，因为他们被认为可以访问，易于互动，与作业相关和/或提供类似于“大学校园体验”的内容。相反，大多数受访者强烈反对播客和知识复习测验。讨论了这项研究与在线教学实践有关的含义。