Course Redesign and its Impact on Student Success
Abstract: Course design is often seen as one of the biggest predictors of student outcomes in a course (e.g., Peled, Eshet, Barczyk, & Grinautski, 2019). The current study is motivated by the need to better understand how altering specific course design elements affects student success and retention rates. Such elements can include updated policies, such as increased number of anti-cheating measures and scaffolding of assignments, new assessments, but also changes from traditional textbooks to OER’s, or the implementation of an inclusive access model. The study is limited to specific courses in order to minimize the number of variables that have to be taken into account. These individual courses cover the same content and are treated separately before and after redesign. The current study analyzes the overall impact of the redesign process, the transition from traditional textbooks to OER’s, and also from traditional textbooks to inclusive access.
Presider: Rebecca Callaway, Arkansas Tech University