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Implementation of High-Quality Course Design in Online Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Implementation of High-Quality Course Design in Online Education./
作者:	McGraw, Toni.
面頁冊數:	1 online resource (156 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29327968click for full text (PQDT)
ISBN:	9798841760085

Implementation of High-Quality Course Design in Online Education.
McGraw, Toni.

Implementation of High-Quality Course Design in Online Education. - 1 online resource (156 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--Prescott College, 2022.

Includes bibliographical references

The purpose of this study was to examine the application of the high-quality components of an online course rubric and impact on student success. Using a mixed method design and a practitioner analysis, this study explores the connection between components of a quality online course and student final semester grades in an online classroom. Using the components of a quality course defined by The SUNY Online Course Quality Review Rubric (OSCQR) for continuous improvements of higher education courses, this study compares student final semester grades before and after the implementation of these components as well as qualitative and quantitative feedback from students, instructor interviews and a practitioner reflection. This study was conducted from Fall 2018 to the Spring of 2021 and included data analysis of the following courses: Biology 100 & 181, Computer Information Systems 110, English 101 & 102, Psychology 101, and Accounting 125 at a rural community college. The OSCQR course redesign and distribution at Desert Community College (DCC), was referred to as a master course. Optional student surveys, and instructor interviews were conducted to gain insight into their experiences in these two variations of courses. Both the survey and final grades were collected without association of the student participant names. Student grade data was obtained through the Department of Institutional Research at DCC. This study utilized a Sequential Exploratory Design where each phase of research informed the design of the following phase. In Spring of 2020, COVID-19 disrupted routine academic operations and all DCC courses were transitioned to an online modality. This disruption created a confounding variable for assessing the impact of the OSCQR rubric on final grades. The practitioner analysis devoted further attention to the qualitative aspects of this study to gain a more robust understanding of student barriers to online education. The focus of these barriers was specific to the student population and rural location of DCC. Comparison of student final grades indicated that the OSCQR rubric had a minimal impact on increasing grades in the master courses during the COVID-19 pandemic. Moreover, analysis of student grades expressed a discrepancy among student grades when categorized by race/ethnicity. Applying the Sequential Exploratory Design, additional research of literature was conducted regarding barriers in education for BIPOC students. An exploration of the potential consequences of perpetuating Western ideals of hegemony in the United States education system was conducted to illustrate ways in which the OSCQR rubric can be used to minimize such consequences.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841760085Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Community collegeIndex Terms--Genre/Form:

542853
Electronic books.

Implementation of High-Quality Course Design in Online Education.
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