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FORMAL COURSE DESIGN AND THE STUDENT LEARNING EXPERIENCE
Open accessAbstract
What impact does collaboration between faculty and professional course designers have on the student learning experience? As the use of technologies increases, educational institutions have to find ways of identifying and addressing expectations about how technologies can best be incorporated into the teaching and learning experiences. This paper reports on efforts at Washington State University to develop and assess the course design and faculty development process and the impact the process has on student learning experiences. The results of a comprehensive set of faculty and student surveys from five groups suggest that the systematic course design process improves students’ opportunities for faculty-student interaction, student-student interaction, and other elements associated with best practice. The implications of this study for faculty development and policy implementation are discussed.
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“Students reported higher rates of timely feedback and more opportunities to share ideas in courses that used a collaborative design process (Brown et al., 2003).”
From Students' Perceptions of Quality Across Four Course Development Models (2018) · cites this paper as Brown et al., 2003
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“With the instructional designer in support in the design of the courses, student reported better feedback and better instructional practices (Brown, Myers, & Roy, 2003).”
From Students' Perceptions of Quality Across Four Course Development Models (2018) · cites this paper as Brown, Myers, & Roy, 2003
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“Students also reported higher probability of receiving prompt feedback in courses designed with instructional designer support than those designed without a designer (Brown et al., 2003).”
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“This study gives additional insight into the importance of instructional designers in the design of online courses (Brown et al., 2003).”
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Research works printed but not linked: 9
- Carlson, S. Campus survey finds that adding technology to teaching is a top issue. The Chronicle of Higher Education, 47, A46 (2000).
- Challis, A. T. Faculty attitudes toward distance education in Utah public colleges and universities. Unpublished doctoral dissertation, University of Nevada, Las Vegas (1998).
- Chickering, A. W., & Gamson, Z. F. Seven principles for good practice in undergraduate education. The Wingspread Journal. Johnson Foundation. And AAHE Bulletin (1987, June).
- Chickering, Arthur & Stephen C. Ehrmann. "Implementing the seven principles: Technology as lever," AAHE Bulletin, October, pp. 3-6 (1996). http://www.tltgroup.org/programs/seven.html
- Phipps, R., & Merisotis, J. What's the difference? A review of contemporary research on the effectiveness of distance learning in higher education. A Report from The Institute for Higher Education Policy, April 1999. Retrieved April 15, 1999 from the World Wide Web: http://www.ihep.com/Pubs/PDF/Difference.pdf
- Pierpoint, P. E., & Harnett, R. A. Faculty attitudes toward teaching in off-campus graduate program. International Journal of Innovative Higher Education, 5, 25-30 (1988).
- Wolcott, L. L. Tenure, promotion, distance education: Examining the culture of faculty rewards. American Journal of Distance Education, 11, 3-18 (1997).
- Crow, D., Parsowith, S., & Bowden Wise, G. The evolution of computer supported cooperative work-past, present and future developments. SigChi, 29 (2) (1997, April). http://www.acm.org/sigchi/bulletin/1997.2/students.html#HDR0.
- Lee, J. Instructional support for distance education and faculty motivation, commitment, satisfaction. British Journal of Educational Technology, 32, 2, 153-160 (2001).
Cited by
Sorted by citations
Students' Perceptions of Quality Across Four Course Development Models
Brown, V. S., Lewis, D., & Toussaint, M. (2018) · Online Learning · doi:10.24059/olj.v22i2.1213 · Cited by 20
“This study gives additional insight into the importance of instructional designers in the design of online courses (Brown et al., 2003).”
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Metadata
- Authors
- Brown, G., Myers, C. B., & Roy, S.
- Affiliations
- Washington State University (US)
- Montana State University (US)
- Venue
- Online Learning
- Publisher
- The Online Learning Consortium
- Published
- 2003-09-01
- Volume
- 7
- Issue
- 3
- ISSN
- 1092-8235 (ISSN-L)
- 2472-5730
- 2472-5749
- OpenAlex
- W2168060927
- Cited by
- 19
- References
- 0
- Citations by year
- 2021: 1 · 2019: 2 · 2018: 1 · 2017: 1 · 2014: 2 · 2013: 1 · 2012: 1
- FWCI
- 7.79
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Online Learning (publishedVersion, cc-by)
- PDXScholar (Portland State University) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- student learning experience, faculty-student collaboration, faculty development, educational technology integration, faculty-student interaction, student-student interaction, higher education policy
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- Brown, G., Myers, C. B., & Roy, S. (2003). FORMAL COURSE DESIGN AND THE STUDENT LEARNING EXPERIENCE. Online Learning. https://doi.org/10.24059/olj.v7i3.1846
