Abstract
Introduction: The transition in learning mode from traditional systems to
online modes is attracting continuous attention globally. For quality assurance,
universities are increasingly adopting online teaching design structured using
standards like the “Quality Matters” (QM) rubrics, which are aimed at ensuring
continuity and greater accessibility to education. This study investigates students’
perception of the impact of online learning designed using QM on critical
thinking (CT) development among accounting students at a South African
university. Despite the widespread adoption of the QM for online learning
platform design, research investigating its specific influence on CT is scarce.
Grounded in the constructivist learning theory and the technology acceptance
model, the research investigates four key objectives: the impact of QM-aligned
online courses on CT, the effectiveness of structured course design in enhancing
CT, the role of technology and institutional support in bridging the digital divide,
and strategies for optimizing online learning components to foster CT.
Method: Using data gathered through a structured questionnaire, the
study employed principal component analysis (PCA) to identify six thematic
components that significantly contribute to fostering CT development.
Result: Notably, the significance of engaging resources, course clarity, learner
interaction, feedback, and technology accessibility. The findings underscore the
importance of well-structured, accessible, and engaging online platforms. They
also highlight that technology and institutional support are pivotal to fostering
CT development.
Discussion: Although limited to a single institution and relying on selfreported
perceptions, the study offers valuable insights into optimizing online
course design. Therefore, this study provides recommendations for educators,
institutions, and course developers and offers a foundation for future research
across diverse educational contexts.