Through a redesign of the asynchronous online classroom, we attempt to utilize chunked faculty produced multimedia lectures to bolster student success and satisfaction. This presentation will compare new and old design structures to evaluate changes as measured by GPA, fail rate, progression, achievement of CLO’s, and EoCS rankings.
While distance learning programs have expanded the educational opportunities for adult learners, they often limit the engagement and instruction needed for student success. Asynchronous online course design has relied largely on text based instruction, providing limited faculty led education. For many students, this “learn on your own” structure is ineffective and leads to low student-faculty rapport, engagement, and overall success. Additionally, throughout most educational modalities, instruction tends to be concept based, often leaving students disconnected between course materials and their intended career goals.
Through a redesign of the asynchronous online classroom, we attempt to supplement the “learn on your own” design through the inclusion of chunked faculty produced multimedia lectures. Multiple chunked 2-5 minute videos aimed at challenging course concepts will supplement reading materials in an effort to support student learning. Additionally, these materials will be gated to ensure proper scaffolding and development of course learning outcomes. We hypothesize that the addition of faculty filmed multimedia to supplement text based instruction will enhance student success while bolstering student-faculty rapport and engagement.
In addition to changes in course delivery, materials will have a greater focus on career development. Each week will include a career integration video that will include interviews with practitioners to illustrate how course concepts will translate to future career use and success. We hypothesize that a stronger focus on career integration will elevate student learning outcomes achievement and satisfaction.
This presentation will compare the new course design with past design structures to evaluate any potential changes in student success and satisfaction as measured by GPA, fail rate, progression, achievement of course learning outcomes, and end of course survey rankings.