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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Redesigning an Online Course to Engage Students, Include Authentic Assessment, and Improve the Overall Design Process

#Twitter: 
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Presenter(s)
Rachel Johnston (Adler University, USA)
Sarah Fornero (Adler University, USA)
Greta Ferkel (Adler University, USA)
Session Information
October 14, 2015 - 2:45pm
Track: 
Faculty and Professional Development & Support
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
All
Session Type: 
Information Session
Location: 
Northern Hemisphere E3
Session Duration: 
45 Minutes
Session: 
Concurrent Session 3
Abstract

Redesigning a passive, text-based course to be interactive, engaging, and a model for authentic learning and assessment.

Extended Abstract

Research Methods is a course that most graduate students in the social sciences are required to take during their academic career. Research methods courses tend to incorporate standard topics like ethics, measurement, data collection, and basic analytical methods that students must learn in order to understand, design & conduct good research. However, a number of students seem to struggle with Research Methods courses, and the topic causes anxiety in many.

There is a great deal of creativity that can be brought into the on-line learning environment in order to more fully engage students and increase their absorption of the materials. The synergy necessary between a faculty member and an instructional designer to develop a high quality online course, can be hard to come by. In this effort to re-envision a research methods course, we also re-envisioned the design process. Beginning with a base-line course that was not engaging, which a number of students failed to pass, we "tossed the rule book" and engaged in a process that was designed to be creative, innovative, and student-focused.

This presentation will describe, in detail, the process that we undertook to create a fun, interactive, engaging, and creative course to produce students who are well versed in the foundational concepts required in learning research methods. We will compare the base-line course with the ultimate product, and discuss the bumps along the way as well as the wins. Specific examples of student engagement and authentic assessment will also be shared.