Data-Informed Course Design and the DEI Imperative

2021 ◽  
Vol 53 (6) ◽  
pp. 19-26
Author(s):  
Maura Devlin ◽  
Jessica Egan ◽  
Emily Thompson
Keyword(s):  
Course Design ◽  
Data Informed

scholarly journals Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction

e-mentor ◽  
2020 ◽  
Vol 86 (4) ◽  
pp. 62-71
Author(s):  
Dorina Tila ◽  
Keyword(s):  
Student Performance ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Courses ◽  
Face To Face ◽  
Student Academic Performance ◽  
The Face ◽  
Blended Online Learning ◽  
Data Informed

This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Web Course Design and Creation for Language Learning

2013 ◽  
Vol 17 (1) ◽  
pp. 43-58 ◽  
Author(s):  
Robert Godwin-Jones
Keyword(s):  
Language Learning ◽  
Course Design ◽  
Web Course

Instructional Delivery And Assessment Strategies For Online Learning In Uzbekistan

2020 ◽  
Vol 02 (12) ◽  
pp. 54-61
Author(s):  
Radjabova Gulnoza Guyosiddinovna ◽  
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Course Design ◽  
Negative Impact ◽  
Instructional Delivery ◽  
Online Surveys ◽  
World Languages ◽  
Assessment Strategies ◽  
Further Development

This article focuses on the experience with the online learning of undergraduate students of Uzbek State World Languages University. The aim of the article is to reveal whether online eduaction has positive or negative impact on the achievements of undergraduate students; and what should be done to make it successful and engaging. Data were collected through the students’ achievents on the basis of two courses. Moreover, online surveys were done to investigate how the learners evaluate their experience regarding online learning. The results of the experiment have shown that the absense of real interactions between learners and teacher complicated the challenge of understanding the content of courses. The results point out that further development of the course design and assessment strategies are necessary.

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