Course Revision and Improvement | Origin: EL103
This is a general discussion forum for the following learning topic:
Teaching Online: A Student-Centered Approach --> Course Revision and Improvement
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Proper use of evaluation and feedback is key to student understanding and positive learning outcomes.
It is important to get feedback from a variety of sources to effectively evaluate a course.
To be effective, it is crucial that content and teaching practices are reviewed.
There should be continuous reflection and revision done on our course. Using feedback from students is one way to evaluate how affective an assignment or assessment was. I need to look at both qualitative and quantitative data to drive change.
I’ve learned the importance of reviewing my course content and teaching practices based on student grades and performance at the end of the year to identify areas for improvement. I now realize that effective course reflection involves more than just analyzing student outcomes. It also benefits from seeking a colleague’s objective feedback. I make it a point to continually add new materials to assignments to provide clearer explanations and examples. Moving forward, I plan to create more video content to support a flipped classroom model and help students review lessons at home or catch up after an absence.
To excel as an instructor, we must never stop trying to refine our learning environment and our approaches to student needs. Through consistent and cyclical renovation, we can increase our students' success and learning outcomes. This requires cyclical work on the materials, learning environment, our approaches, etc. Such a cyclical process does not just take place through trial and error, but with various layers of feedback from many stakeholders in the student's success journey. And through support informed by student learning outcomes and perspectives.
A course revision is driven by assessment data and feedback to ensure relevance and effectiveness. I plan to apply this by looking at data to evaluate my course.
Many of these items are completed in our efforts to improve our courses but not all of these ideas are put into practice. Is more really better or can we use 4-5 of these cited methods and come up with a positive result?
I have learned that multiple types of feedback from our stakeholders (such as students, teachers, administrators, etc.) are important when redesigning a course.
Comment on Ozkan Keskinkaya's post: Excellent point! How much of that do you think should be done by the instructor versus administrators or others at the institution?
Student learning experiences need to be evaluated to ensure that a variety of approaches are used to address a variety of student learning styles. This will impact course design and student assessment.
Making adjustments and revisions to my courses should include more than course evaluations completed by students.
Closing the loop in a course revision is contingent on various types of evaluations from multiple stakeholders, including students, colleagues, and course designers.
At ECPI, we (teachers) cannot change the course.
Revising the course is a continuous process for the course. Always look at the course as whole and revisit each section to close the loop and improve the course in general.
Using more than one source and kind of data helps students retain information and keeps them engaged.
It is important to understand there is always room for growth. Student feedback allows for adjustments and growth to be made for the instructor and for future students
Being actively involved and learning your student's learning trajectory is very important.
I learned that course evaluations are very important because they give the student feedback on what he/ she may not be doing or doing correctly. Each student needs to get feedback because it helps them move forward.
