Reflective Course Review and Revision: An Overview of a Process to Improve Course Pedagogy and Structure

McGahan, Steven J.

doi:10.9743/jeo.2018.15.3.12

Cited by 6 publications

(11 citation statements)

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“…First, most students stated that they need to be aware of the learning objectives of the course they attend. This agrees with the literature, where the learning design frameworks highlight the importance of defining clear and measurable outcomes the learners will achieve upon completion of a course (Baldwin et al, 2018;D'Agustino, 2012;McGahan, 2018;Robinson & Wizer, 2016) so that the content and the activities will be aligned with them (Afifi & Alamri, 2014). Our research indicates that it is important to communicate these learning outcomes and the expectations regarding activities and assessment directly to students (David & Frederick, 2020;Lister, 2014;Mykota, 2018;Richardson et al, 2015).…”

Section: Discussionsupporting

confidence: 87%

“…Selecting appropriate technology and ensuring its usability, accessibility, and meaningfulness can be an online learning quality indicator (Al-Fraihat et al, 2020;Hadullo et al, 2017). Learning analytics is an effective tool that can be used to evaluate whether the quality standards have been followed by tracking the digital footprint left after each participant's activity (Martin et al, 2016;McGahan, 2018), prompting further refurbishments.…”

Section: Discussionmentioning

confidence: 99%

“…Most researchers highlighted that the first step in the design process includes setting specific learning objectives (Baldwin et al, 2018;Robinson & Wizer, 2016) to develop higher-order thinking skills (D'Agustino, 2012). This is also evident in courses being re-designed where learning analytics and quality measurement scales (e.g., rubrics) can reveal what needs to be achieved and how (McGahan, 2018). The instructional strategies (direct and indirect, interactive instruction, experiential learning and independent study) and approaches need to be defined (D'Agustino, 2012;Robinson & Wizer, 2016), focusing on interaction.…”

Section: Learning Design Frameworkmentioning

confidence: 99%

“…Additional emphasis should be given to ensuring students participate in the design process (Robinson & Wizer, 2016), by gathering feedback from students, for instance, through formative and summative evaluation, and reporting these observations to allow practitioners to revise accordingly. Similarly, self-evaluation allows practitioners to reflect on their pedagogical competences, prompting further improvement (D'Agustino, 2012;McGahan, 2018).…”

Section: Learning Design Frameworkmentioning

confidence: 99%

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

Konstantinidou

Nisiforou

2022

AJET

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In higher education, designing online courses aligned with students’ preferences impacts learning effectiveness. Our research aimed to investigate which learning design elements can affect the quality of online learning. To achieve this, we followed a systematic literature review, identified current trends and conducted an online survey outlining university students’ opinions. The results revealed that students’ preferences agree with universal learning design principles, acting as course quality determinants. These elements relate to the structure, appearance, content, interactivity of the course and support in the online setting. We recommend that courses are well organised and include authentic resources, activities and assessments, divided consistently into smaller, topic-based chunks that resemble experiences drawn from real life. The objectives need to be communicated while the expected behaviours are known to students. The respective workload must be equally distributed across the course spectrum in an environment that balances collaborative and self-paced learning. Students must be familiar with the technology, which is also an easy-to-access gate. Lastly, it is suggested that technical and pedagogical support is constantly present so that participants efficiently work in the online context. Implications for practice or policy: In collaboration with educators, instructional designers can use the quality indicators that emerged through the study when designing and evaluating higher education courses. Instructional designers and educators may prioritise learners' autonomy, aligning course requirements with students' sense of control. Instructional designers and educators can distribute students’ workload equally throughout the course, without strict deadlines, to improve the learning experience. Educators may promote collaborative assignments but moderately balance them with an individual-based assessment mode.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Learning Design Frameworkmentioning

confidence: 99%

Section: Learning Design Frameworkmentioning

confidence: 99%

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

Konstantinidou

Nisiforou

2022

AJET

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“…For any course revision, establishing a clear set of steps can significantly reduce the time and effort, and increase the efficacy of the revision process. Efficient course revision can be accomplished through five key steps: set revision goals; review course structure, content, and assignments; integrate student feedback; record reflections, findings, and observations; and implement revisions [14]. To modify a course from a critical thinking viewpoint, the major steps are selection of a CT model; and revision of course learning objectives, instructional strategy, and assessment scheme.…”

Section: Blueprint For Course Revisionmentioning

confidence: 99%

A Critical Thinking Paradigm for Materials and Manufacturing Education

Qamar¹,

Arunachalam²,

Qamar³

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Towards fine-grained reading dashboards for online course revision

Sadallah¹,

Encelle²,

Maredj³

et al. 2020

Education Tech Research Dev

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Providing high-quality courses is of utmost importance to drive successful learning. This compels course authors to continuously review their contents to meet learners' needs. However, it is challenging for them to detect the reading barriers that learners face with content, and to identify how their courses can be improved accordingly. In this paper, we propose a learning analytics approach for assisting course authors performing these tasks. Using logs of learners' activity, a set of indicators related to course reading activity are computed and used to detect issues and to suggest content revisions. The results are presented to authors through CoReaDa, a learning dashboard empowered with assistive features. We instantiate our proposals using the logs of a major European e-learning platform, and validate them through a study. Study results show the effectiveness of our approach providing authors with more awareness and guidance in improving their courses, to better suit learners' requirements.

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Reflective Course Review and Revision: An Overview of a Process to Improve Course Pedagogy and Structure

Cited by 6 publications

References 0 publications

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

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

A Critical Thinking Paradigm for Materials and Manufacturing Education

Towards fine-grained reading dashboards for online course revision

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