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Student feedback on online education has become of major importance for many higher education institutions. While researchers already identified students' success factors and analyzed student satisfaction in online study programs and courses, the role of expectations in students' online educational experience has been very often neglected in previous research. Our study adds here as it captures students' expectations at the beginning of an online study program, highlighting the differences to traditional oncampus students. Our results reveal that expectations of on-line students differ from the expectations of on-campus students and must therefore not be confused. Furthermore, the assessment of student expectations is not only a way to consider and satisfy student needs in order to improve online programs or courses, but also a means to track the institutions own performance.

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Previous studies have attempted to examine and explain the integration of technology into the learning process. Most of these studies are related to the disciplines of pedagogy and informatics. The rest of the relevant literature cannot be definitively assigned to one discipline, but is often located at the intersection with the field of management. Taking a creative inquiry approach to analyzing this body of literature, the following key issues have been identified as of major relevance for future research. First, we must further explore what kind of influence the organizational culture of higher education institutions (HEIs) has on the strategy and implementation of integrating technology into the learning process. Second, we need to determine whether the integration of technology into the learning process at HEIs has the potential to support organizational development (mission, etc.) and/or adaptation, and whether an entrepreneurial culture could foster this potential.