Home // International Journal On Advances in Intelligent Systems, volume 14, numbers 1 and 2, 2021 // View article

Time-Efficient Techniques for Improving Student and Instructor Success in Online Courses

Authors:
Julie Newell
Stephen Bartlett
Deborah Mixson-Brookshire
Julie Moore
Tamara Powell
Sam Lee
Tiffani Reardon Tijerina
Brayden Milam
Lauren Snider
Justin Cochran

Keywords: Keywords-student success rates; innovation; feedback; open educational resources; training transfer; social media

Abstract:
Abstract—Researchers at a public (state-funded) institution in the United States seek to increase student success rates in online courses by encouraging faculty implementation of research-based strategies in their online courses without significantly increasing faculty workloads. This goal was identified partially in response to a survey of faculty at the institution and partially in response to funding priorities. In the first phase of the faculty development project, the researchers created a training program that provided short, research-based, student-success strategy segments to faculty already enrolled in faculty development. These teaching tools were largely based on pedagogical research and methods long understood within traditional education disciplines but not as obviously applied to online course delivery. In this sense, the professional development modules are innovations to traditional online training. After the training program, the researchers analyzed faculty response to the training to improve design principles and delivery for future development of eLearning materials. In the second phase of the project, the short segments were offered as standalone training modules to anyone who wished to view them. Users were then surveyed regarding their perceptions of the strategies. While the impact of the innovations developed in this student success endeavor are still largely to be determined, preliminary results indicate that faculty find the professional development modules helpful and will be implementing them in their courses.

Pages: 193 to 207

Copyright: Copyright (c) to authors, 2021. Used with permission.

Publication date: December 31, 2021

Published in: journal

ISSN: 1942-2679