Exploring Design Elements for Online STEM Courses: Active Learning, Engagement & Assessment Design
Exploring Design Elements for Online STEM Courses: Active Learning, Engagement & Assessment Design
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DOI：
10.24059/olj.v22i2.1369
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发表时间：
2018-06-01
期刊：
影响因子：
4
通讯作者：
Howard, Wendy
中科院分区：
文献类型：
--
作者：
Chen, Baiyun;Bastedo, Kathleen;Howard, Wendy
本研究的目的是研究有效的设计元素，在科学，技术，工程和数学（STEM）领域的在线课程在美国东南部的一个大型四年制公立大学。我们的研究问题解决了在线设计元素对学生的学习感知和学习满意度的影响。2016年春季，来自15个在线STEM课程的537名学生完成了一项在线调查。调查结果表明，学生对学习和满意度的看法与他们对特定设计元素的功效的看法相关，例如综合主动学习活动，互动参与策略和强大的评估设计。特别是，评估设计效能的感知与学生的自我感知学习和学习满意度的所有亚群的学生显着相关。研究结果告知教师和教学设计师如何设计有效的，包容性的，并从事在线STEM课程。学生调查的答复被观察到支持通用学习设计（UDL），有鉴于此，在线STEM教师也被强烈鼓励在课程设计中利用UDL原则，这不仅有利于残疾学生，也有利于所有学生。
The purpose of this study was to examine effective design elements for online courses in the science, technology, engineering, and mathematics (STEM) fields at a large four-year public university in southeastern United States. Our research questions addressed the influence of online design elements on students' perception of learning and learning satisfaction. An online survey was completed by 537 students from 15 online STEM courses in spring 2016. The survey results indicated that student perceptions of learning and satisfaction were correlated with their perceptions of the efficacy of specific design elements, such as integrated active learning activities, interactive engagement strategies, and robust assessment design. In particular, perception of assessment design efficacy was significantly correlated with students' self-perceived learning and learning satisfaction for students of all subpopulations. The findings inform instructors and instructional designers on how to design effective, inclusive, and engaging online STEM courses. Student survey responses were observed to support universal design for learning (UDL) and in light of this, online STEM instructors are also strongly encouraged to utilize UDL principles in course design, which benefit not only students with disabilities but all students.