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.
We learn from our successess and failures and can use these learning moments to create more effective assessment plans.
This module emphasizes the importance of continuous improvement. This is true in course development as well as most processes in most realms.
Instructor feedback is just as important as student feedback.
I have learned that spot checks paired with summative assignments will help me to keep my students engaged, and clarify if I need to adjust anything along the way.
It's invaluable to utilize key stakeholders for course improvements and closing the loop. The institution should also have accountability with the set standards for overall academic processes.
I love the idea of the "one-minute paper" and the “three clear points, three muddy points” paper as a way to spot-check student learning in an effort to continuously evaluate students' progress.
What I have learned is that it is good to get feedback so you can adjust your classes accordingly for your students.
Multiple sources of feedback are important to properly assess if a course is designed efficiently. Make sure that the type of feedback received is relevant to the thing being measured.
I intend to use the "three clear points, three muddy points" technique to evaluate what part of the messaging is being conveyed clearly, and what needs improvement.
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.
