Abstract
The importance of online learning in higher education settings is growing, not only in wake of the Covid-19 pandemic. Therefore, metrics to evaluate and increase the quality of online instruction are crucial for improving student learning. Whereas instructional quality is traditionally evaluated with course observations or student evaluations, course syllabi offer a novel approach to predict course quality even prior to the first day of classes. This study develops an online course design characteristics rubric for science course syllabi. Utilizing content analysis, inductive coding, and deductive coding, we established four broad high-quality course design categories: course organization, course objectives and alignment, interpersonal interactions, and technology. Additionally, this study exploratively applied the rubric on 11 online course syllabi (N = 635 students) and found that these design categories explained variation in student performance.
Funder
National Science Foundation
Open Access Publishing Fund of University of Tübingen
Publisher
Public Library of Science (PLoS)
Reference97 articles.
1. Hussar B, Zhang J, Hein S, Wang K, Roberts A, Cui J, et al. The Condition of Education 2020. Washington, DC: National Center for Education Statistics; 2020. Report No.: NCES 2020–144.
2. Increasing Success in Higher Education: The Relationships of Online Course Taking With College Completion and Time-to-Degree;C Fischer;Educational Evaluation and Policy Analysis,2022
3. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development; 2009.
4. Is it live or is it internet? Experimental estimates of the effects of online instruction on student learning;D Figlio;Journal of Labor Economics,2013
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献