1. The Influence of Iterative Online Course Designs on Student Learning Outcomes in Large Undergraduate Biology Courses and Labs.
- Author
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Such, Brenda and Gazda, Stefanie
- Subjects
SCHOOL dropouts ,ONLINE education ,BLENDED learning ,INSTRUCTIONAL systems design ,EDUCATIONAL outcomes - Abstract
The expectations within higher education to improve online STEM courses have continued to increase. The pressure to do so particularly pertains to the lower-level introductory courses that act as gatekeeping courses to various STEM-related majors. Rather than working alone to improve their courses, more instructors for these courses pair with the respective instructional designers at their institutions to refresh or revise, their online courses. This study examines the revisions of a two-part introduction-to-biology series of online courses with their respective online labs over the span of three years, and from a sampling of 905 students, compares the final scores from the courses and the labs between each iteration. Findings indicate that multiple iterations of a course have the potential to increase student outcomes and to decrease the student dropout rate over time. Additionally, purely online students can perform differently in response to course revisions in comparison to the online students who also enroll in non-online courses, implying that the needs of online-only students may differ from those who have a blended learning experience. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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