Enhancing Instruction and Reducing Costs: Chico State University’s Approach to Course Redesign

Abstract

In 2009, California State University-Chico implemented a unique system of course redesign with the aim of improving student learning, increasing instructional efficiency, and reducing university costs. Inspired by and modeled after the National Center for Academic Transformation, the “Academy e-Learning” program involves a 3-week training covering models of course design, learning theories, assessment methods, and a host of instructional technologies. This paper summarizes data from 40 courses, across five separate cohort groups from 2009–2013, with respect to the efficacy of Academy e-Learning (re)design training. Data show improvements in student learning outcomes in over half of the course redesigns. Benefits of course redesign included increased instructional efficiency, enhanced student learning, and a reduction in university costs by offering some instruction online and increasing enrollment caps. Barriers to a successful course redesign included lack of time, technology malfunction, and workload concerns. This paper outlines the redesign process at California State University-Chico, discusses similar redesign initiatives at other institutions, and offers solutions for measuring effectiveness of a redesigned course.

Assuring the quality of online learning in higher education: Adaptations in design and implementation

“…According to the sample students, the role of instructors is multifaceted; their constant presence, guidance, facilitation, management, clear instructions, scaffolding and support are all much needed. This agrees with the results from the literature, according to which instructors should interact with students via synchronous and asynchronous means (Bolliger & Martin, 2018;Heilporn & Desrochers, 2020) and provide adequate instructions and feedback (Afifi & Alamri, 2014;Ng & Baharom, 2018); additional face-to-face support can have a positive impact on learners' comprehension (Trout & Vela, 2016). In our research, students found the teleconferencing sessions especially useful.…”

“…Authentic content can be drawn from real-life experiences, with specific examples, directing students towards the active application of knowledge to develop skills relevant to their academic and professional fields (Bolliger & Martin, 2018;Britt, 2015;Rhim & Han, 2020;Ritzhaupt et al, 2020;Sugar & Luterbach, 2016;Trespalacios & Lowenthal, 2019). It is important, though, to follow a differentiated instruction, by adapting the resources to fit students' distinctive traits and abilities (Sugar & Luterbach, 2016;Trout & Vela, 2016), such as modifying the interface for learners in need of support.…”

“…To enhance this, it is crucial to have a clear organisation of the course (e.g., weekly topics format), presentation of expectations and an ongoing teacher's social presence by providing example answers in the assignments, allowing students to resubmit exercises, scaffolding them. Resources, multimedia and interface shaped to fit the needs of students with disabilities could also minimise the digital divide (Trout & Vela, 2016).…”

“…For collaboration, learner-instructor interaction can be promoted. For instance, additional face-to-face sessions can facilitate students' understanding (Trout & Vela, 2016).…”