Course Redesign: Implementing Project-Based Learning to Improve Students’ Self-Efficacy

Abstract

This research examined the effects of a first-year elective course redesign on promoting students’ self-efficacy. By implementing a project-based approach in the course curriculum, the study investigated if, and to what extent, did such redesign improve student belief in their ability to master course-related outcomes. Two­-tailed independent samples t-test at an alpha level of .01 were conducted to answer the research question and compare self-efficacy of students who completed the course under the traditional curriculum (n = 821) and students who completed the course under the new curriculum (n = 881). The results revealed statistically significant differences in students’ responses for all learning outcomes before and after the curriculum redesign.

The Needs of Active Learning and High-Impact Educational Practices in Online Programs

“…Course redesign refers to various efforts to restructure a course (Krsmanovic, 2021). Course redesign encompasses choosing effective teaching and learning strategies to generate greater learning experiences and aligning assessment methods with measurable course learning outcomes.…”

Capstone Course Redesign: A Case Study in An Online Academic Program

“…A substantial body of literature has investigated the effects of course redesign in recent years. Many researchers and scholars studied if and how the innovations in curriculum, instructional delivery, instructional design, or pedagogy can promote student learning (Krsmanovic, 2021). Scholarly inquiry has also been directed toward realizing the impacts of course redesign on student satisfaction.…”

“…In online education, keeping a course up to date can be more difficult (Krsmanovic, 2021). However, whether through modest tweaks or a total renovation, revising a course can help make it more competitive, effective, and memorable.…”

“…It is of importance that think more creatively about how to redesign a course that responds to a variety of learning styles and preferences (Das et al, 2019;Krsmanovic, 2021). As such, a better set of structure and activities work well with diverse types of students and lead to better, more cost-effective learning for all (Das et al, 2019).…”

“…As such, a better set of structure and activities work well with diverse types of students and lead to better, more cost-effective learning for all (Das et al, 2019). The innovative approaches to course redesign efforts described in the literature include technology and digital learning (Wilson et al, 2018), flipped classrooms (Das et al, 2019), project-based or problem-based learning (Joo et al, 2019;Krsmanovic, 2021), and high-impact practices (Collins & McLain, 2021). Course redesign aims to enable meaningful learning among students (Goh et al, 2017).…”