Blended Course Design's Impact on Student Attainment of Learning Outcomes
Track
Research Project / Assessment of Student Learning
Abstract
There is always room for improvement. In the classroom, improvement can be made in several ways including the way in which information is presented to students, how students are assessed in a course, or even how the classroom is physically laid out. Research has proven that in today’s classroom, students prefer to be taught by interactive lectures and group-based activities. But before instructors change their methods of teaching to accommodate today’s students’ preferences, we should know whether or not the changes will affect the students’ attainment of student learning outcomes. This session will focus on effects that course redesign of instructional and learning strategies has had on student attainment of learning outcomes in an introductory course taught over five semesters between 2011 and 2015. Data for the study were collected at the end of each semester from two semesters of face-to-face teaching and three semesters taught in the flipped classroom model. Outcome attainment values were produced after students’ responses to test items were directly measured to specific learning outcomes (Carriveau, 2010). The measure of success for each of the courses comes from these outcome attainment values rather than grades, which is a unique approach in terms of existing research.
Session Format
Presentation Session
Location
Room 212
Recommended Citation
Walker, Laura, "Blended Course Design's Impact on Student Attainment of Learning Outcomes" (2016). SoTL Commons Conference. 79.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/79
Blended Course Design's Impact on Student Attainment of Learning Outcomes
Room 212
There is always room for improvement. In the classroom, improvement can be made in several ways including the way in which information is presented to students, how students are assessed in a course, or even how the classroom is physically laid out. Research has proven that in today’s classroom, students prefer to be taught by interactive lectures and group-based activities. But before instructors change their methods of teaching to accommodate today’s students’ preferences, we should know whether or not the changes will affect the students’ attainment of student learning outcomes. This session will focus on effects that course redesign of instructional and learning strategies has had on student attainment of learning outcomes in an introductory course taught over five semesters between 2011 and 2015. Data for the study were collected at the end of each semester from two semesters of face-to-face teaching and three semesters taught in the flipped classroom model. Outcome attainment values were produced after students’ responses to test items were directly measured to specific learning outcomes (Carriveau, 2010). The measure of success for each of the courses comes from these outcome attainment values rather than grades, which is a unique approach in terms of existing research.
