Abstract—This study reports our pioneering attempt in designing an e-learning module that not only increases students’ engagement and improves their understanding utilizing multimedia but also incorporates student voices in the design of their own e-learning. The objective is to inform how students’ expectations can be incorporated within the design processes of e-learning module, developed to transform teacher-centred to student-centred blended learning. Students’ feedback and expectations were collected through Focus Group Discussions (FGDs) in two stages – one after a prototype module and the other after modified module incorporated learning design of students’ feedback. FGDs have helped us to identify and ascertain essential features of e-learning module. The students’ design components included effective multimedia, content that sufficiently addresses the learning outcomes, suitable active learning activity, and guided navigation. This was a novel learning design process of incorporating the students’ voice in the design of their own learning. The design of the revised module resulted in it being more ‘visual’ and structured, thus being easier to navigate for student learning. 
 

Index Terms—student feedback on e-learning, learning design, students voice in learning design, pharmacotherapy learning, students’ expectation

Cite: Chooi Yeng Lee and Arkendu Sen, "Students Voice in their Learning: Incorporating Students’ Expectations in Learning Design of E-learning of Pharmacotherapy," International Journal of Learning and Teaching, Vol. 4, No. 3, pp. 203-208, September 2018. doi: 10.18178/ijlt.4.3.203-208