How to Redesign Your Course in "Realtime" Based on Student Feedback

Abstract

Studentsââ¬â¢ interaction is one of the most important elements when teaching, particularly for an online course. However, not all courses are designed in a way to impact studentsââ¬â¢ interactions with peers and content. This poster will demonstrate, share, and discuss how one faculty and one instructional designer collaborated to design and redesign an online undergraduate course based on studentsââ¬â¢ weekly feedback. It is known that the majority of asynchronous online courses are designed and developed in advance based on the principles of best practices of teaching online. As such, some activities and pre-designed assignments in online courses are usually difficult to change while teaching the course. Course instructors usually prefer to redesign the course based on the end-of-semester feedback which becomes available at the end of the course. However, it is hard to modify the course when it has been already taught, which may lead to negative impacts on the course quality. In this session, two presenters will share how they were successful in collaborating for the redesigns of redesign activities and assignments while teaching the course. Both presenters will also share how to use studentsââ¬â¢ feedback to redesign the course when it is not late. This will help the audience to find strategies to redesign the course to enhance studentsââ¬â¢ interactions with peers and to increase studentsââ¬â¢ satisfaction level on the course. The audience will be able to discuss with presenters how to structure and design online collaborative writing assignment and how to assess and evaluate studentsââ¬â¢ collaborative work.à These strategies can be applied to face-to-face classes too.

For more information about classroom assessment:àhttps://stearnscenter.gmu.edu/teaching/classroom-assessment-techniques-cats