Confessions of a (Former) Killer Course: Using the QM Review Process to Improve an Undergraduate Research Course

Autor/in	LaForge, Chera A.
Titel	Confessions of a (Former) Killer Course: Using the QM Review Process to Improve an Undergraduate Research Course
Quelle	In: Quarterly Review of Distance Education, 23 (2022) 1, S.23-39 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-3518
Schlagwörter	Research Training; Undergraduate Students; Student Motivation; Educational Quality; Educational Improvement; Assignments; Feedback (Response); Student Attitudes; Educational Change; Online Courses; Research Methodology; Course Descriptions; Political Science; Introductory Courses; Intervention; Alignment (Education); Outcomes of Education; Academic Achievement + Suchen Sie Ihr Suchwort? Schulische Motivation; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Assignment; Auftrag; Zuweisung; Schülerverhalten; Bildungsreform; Online course; Online-Kurs; Research method; Forschungsmethode; Kursstrukturplan; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Einführungskurs; Lernleistung; Schulerfolg; Schulleistung
Abstract	Many of us know the courses within our curriculum that slow student progress toward graduation. Existing research has found that research design courses often serve as barriers, as one of these students arrive on the first day with high anxiety and low motivation. This article reviews how revisions driven by the Quality Matters framework resulted in higher student attainment in an online research design course. Improving course organization and objective-assignment alignment, increasing low-stakes assignments to build confidence and practice skills, and developing additional instructor feedback opportunities, significantly reduced DFWI rates and improved student satisfaction in the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01