Salient syllabi: Examining design characteristics of science online courses in higher education

被引：3

作者：

Fischer, Christian ^{[1
]}

McPartlan, Peter ^{[2
]}

Orona, Gabe Avakian ^{[1
]}

Yu, Renzhe ^{[3
]}

Xu, Di ^{[2
]}

Warschauer, Mark ^{[1
]}

机构：

[1] Univ Tubingen, Hector Res Inst Educ Sci & Psychol, Tubingen, Germany

[2] Univ Calif Irvine, Sch Educ, Irvine, CA USA

[3] Columbia Univ, Teachers Coll, New York, NY 10027 USA

来源：

PLOS ONE | 2022年 / 17卷 / 11期

基金：

美国国家科学基金会;

关键词：

REGULATED LEARNING-STRATEGIES; FACE-TO-FACE; ACADEMIC-PERFORMANCE; STUDENT-EVALUATIONS; INSTRUCTOR; ACHIEVEMENT; PERCEPTIONS; IMPACT; FACILITATION; COMMUNITY;

D O I：

10.1371/journal.pone.0276839

中图分类号：

O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];

学科分类号：

07 ; 0710 ; 09 ;

摘要：

The importance of online learning in higher education settings is growing, not only in wake of the Covid-19 pandemic. Therefore, metrics to evaluate and increase the quality of online instruction are crucial for improving student learning. Whereas instructional quality is traditionally evaluated with course observations or student evaluations, course syllabi offer a novel approach to predict course quality even prior to the first day of classes. This study develops an online course design characteristics rubric for science course syllabi. Utilizing content analysis, inductive coding, and deductive coding, we established four broad high-quality course design categories: course organization, course objectives and alignment, interpersonal interactions, and technology. Additionally, this study exploratively applied the rubric on 11 online course syllabi (N = 635 students) and found that these design categories explained variation in student performance.

引用

页数：20

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