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"course design"
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In search for shared content and design in supervision training: a syllabus analysis in Sweden
PurposePrevious research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.Design/methodology/approachA syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.FindingsThe results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.Practical implicationsOur results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.Originality/valueWe seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.
Journal Article
Domain analysis: Research‐based reverse design for languages for specific purposes
This study introduces an evidence‐centered approach to reverse design for languages for specific purposes (LSP) courses called domain analysis. The article describes the research framework and its potential to provide consistent empirical rigor to the necessarily decentralized field of LSP by reporting on one study using domain analysis in the legal Spanish context. The research questions examine the parameters of the domain under study—legal Spanish for law students at one university—and the target functional outcomes for those students. The results included parameters that were limited to public interest law in the U.S. context. Eight topic areas emerged as central to that context and functional outcomes were identified for reading, listening, and speaking. Though sight translation was a necessary skill, writing was not needed in the domain. The Challenge The field of languages for specific purposes (LSP) is necessarily decentralized; courses are developed locally to meet local needs, but does that mean anything goes? How can LSP practitioners engage in evidence‐centered reverse design? This article describes a study that uses one research framework—domain analysis—that can provide a common empirical foundation for reverse design of LSP courses.
Journal Article
Designing Online Courses as a Team: A Team-Based Approach Model
Unlike the traditional “lone ranger” method for online course design—a method that hinges on individual faculty efforts, expertise, and knowledge—a team-based approach (TBA) harnesses the collective intelligence of several experts to design effective online learning experiences. Using learning design (LD) as a conceptual framework, this article describes the experience of a public institution in using a team-based approach to produce a large number of online courses for degree programs. After establishing the relevance of a team-based approach, the author discusses the premises that underpin the model, in terms of process, faculty relationship, and quality assurance. Building on these premises, a cyclical backward design process is described which is intended to (1) clarify course-learning outcomes and align course content, (2) determine acceptable evidence of students' learning, and (3) plan the learning experience. The article is concluded with a few insights and lessons learned from the institutional experience.
Journal Article
Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19
The aim of the study is to identify the factors affecting students’ satisfaction and performance regarding online classes during the pandemic period of COVID–19 and to establish the relationship between these variables. The study is quantitative in nature, and the data were collected from 544 respondents through online survey who were studying the business management (B.B.A or M.B.A) or hotel management courses in Indian universities. Structural equation modeling was used to analyze the proposed hypotheses. The results show that four independent factors used in the study viz. quality of instructor, course design, prompt feedback, and expectation of students positively impact students’ satisfaction and further student’s satisfaction positively impact students’ performance. For educational management, these four factors are essential to have a high level of satisfaction and performance for online courses. This study is being conducted during the epidemic period of COVID- 19 to check the effect of online teaching on students’ performance.
Journal Article
Students' satisfaction and continuance intention of the cloud-based e-learning system: roles of interactivity and course quality factors
PurposeThe purpose of this study is to propose a research model based on expectation-confirmation model (ECM) to examine whether interactivity and course quality factors (i.e. course content quality, course design quality) as antecedents to student beliefs can influence students' satisfaction and continuance intention of the cloud-based electronic learning (e-learning) system within the educational institution.Design/methodology/approachSample data were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed in the campus, and 515 (85.8%) useable questionnaires were analyzed using structural equation modeling.FindingsFindings showed that students' perceptions of interactivity, course content quality and course design quality positively significantly contributed to their perceived usefulness, confirmation and satisfaction with the cloud-based e-learning system, which in turn directly or indirectly led to their continuance intention of the system. Thus, the results strongly supported the research model based on ECM via positioning key constructs as the drivers with all hypothesized links being significant.Originality/valueThis study identifies three factors (i.e. interactivity, course content quality, course design quality) as drivers from the learner perspective within the cloud-based e-learning environment, and links these factors to students' satisfaction and continuance intention of the cloud-based e-learning system based on ECM. It is particularly worth mentioning that the three drivers can serve as precursors for recognizing the determinants that are crucial to understand students' satisfaction and continuance intention of the cloud-based e-learning system. Hence, this study may provide new insights in nourishing the cloud-based e-learning continuance literature in the future.
Journal Article
“Time is the bottleneck”: a qualitative study exploring why learners drop out of MOOCs
Why do over 90% of the learners in Massive Open Online Courses (MOOCs) never finish the course? There is a need for further studies focusing on the learners’ experiences of participating in MOOCs and factors that influence the decision to complete or drop out of the course. To deepen our understanding of why learners complete or drop out of MOOCs, we report on a qualitative case study based on in-depth interviews with 34 learners with different degrees of course completion for two MOOCs. A qualitative analysis of the interviews led to the identification of four main factors influencing dropout: (1) the learner’s perception of the course content, (2) the learner’s perception of the course design, (3) the learner’s social situation and characteristics, and (4) the learner’s ability to find and manage time effectively. How the learners conceptualized a MOOC had a strong impact on how they engaged with the contents. We discuss the implications of our results for MOOC practice in terms of time, openness and accessibility and provide recommendations for future research.
Journal Article
Use of Felder and Silverman learning style model for online course design
Learning Management Systems are used in millions of higher education courses, across various countries and disciplines. Teachers build courses reflecting their individual teaching methods, which may not always fit students' different learning styles. However, limited information is known about how well these courses support the learners. The study aims to explore the use of Felder and Silverman learning style for online course design. The study has used linear transfer function system models to develop fundamentals of feedback by a course analyzer tool. This interactive tool allows teachers to determine a course's support level for specific learning styles, based on the Felder and Silverman learning style model. The Felder and Silverman learning style model in this study is used to visualize the fit between course and learning style to help teachers improve their course's support for diverse learning styles. The results of a pilot study successfully validated the course analyzer tool, as it has potential to improve the design of the course in future and allow more insight into overall student performance. The findings suggest that a course designed with certain learning styles in mind can improve learning of the students with those specific learning styles.
Journal Article
Active Learning: Engaging Students To Maximize Learning In An Online Course
[...]this paper emphasizes the importance of deliberate course design in the pursuit of actively engaging students in online course settings. According to Vonderwell and Turner (2005) \"pedagogically effective convergence of active learning strategies and methods and technology tools can help faculty and students accomplish successful teaching and learning\" (p66). According to the Pearson (2014) report \"Implementing Comprehensive Online Learning Programs that Improve Student and Institutional Outcomes in Higher Education\", 74% of academic leaders rate online education learning outcomes the same or better compared to face-to-face courses. According to the AAHE, assessment should be viewed as a vehicle for educational improvement and is effective when learning is reflected as multidimensional and longitudinal; meaning performance is revealed through increasing growth over time.
Journal Article
Online Course Design in Higher Education: A Review of National and Statewide Evaluation Instruments
This research identifies six online course evaluation instruments used nationally or in statewide systems. We examined the characteristics (i.e., number of standards and criteria) and coded the criteria that guide the design of online courses. We discussed the focus of the instruments and their unique features.
Journal Article