What do students rank as most important online?

Students prioritize a hierarchy of online-course quality factors spanning basic modality, teaching presence, and richer interaction.

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How many students responded to the main survey?

Nine hundred eighty-seven students (40% response rate).

About how many students were contacted?

Approximately 2500.

How large was the pilot sample?

397 students.

What share of respondents were under 30?

78%.

What analytic approach helped organise items into factors?

Exploratory factor analysis.

How was the survey distributed?

Eleven instructors sent a Qualtrics link during 2018–19.

What online-quality idea does the paper examine regarding thresholds?

Students' threshold expectations when considering taking online classes.

How do factor means encode importance?

Lower means indicate higher importance to students.

What happens to the lecture's role when moving online, according to the review framing?

It fades as the primary vehicle as other media and detailed syllabi grow.

What presence construct is introduced under the heading Teaching presence?

Teaching Presence as a core online-learning quality idea.

What practical aim does integrating student perspectives serve?

Building a more comprehensive, literature-tied hierarchy of quality factors from students' views.

Was survey completion always outside class?

No—some instructors provided class time to complete the anonymous survey.