Chernosky, J. M., & Palsole, S., & Pappa, V. A., & Sammons, J. D. (2019, June), Does Student Satisfaction Equal Learning? A Differentiated Design Strategy for Course Improvement: Lessons Learned from Learning Outcomes and Grade Distribution   Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32680

\bibitem{asee_peer_32680}
  Chernosky, J. M., \& Palsole, S., \& Pappa, V. A., \& Sammons, J. D. (2019, June), \emph{Does Student Satisfaction Equal Learning? A Differentiated Design Strategy for Course Improvement: Lessons Learned from Learning Outcomes and Grade Distribution }
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32680

J. Martin Chernosky, Sunay Palsole, Valentini A. Pappa, and Jeffrey D. Sammons.  "Does Student Satisfaction Equal Learning? A Differentiated Design Strategy for Course Improvement: Lessons Learned from Learning Outcomes and Grade Distribution ".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32680 Internet.  21 Feb, 2025

\bibitem{asee_peer_32680}
  J. Martin Chernosky, Sunay Palsole, Valentini A. Pappa, and Jeffrey D. Sammons.
  "Does Student Satisfaction Equal Learning? A Differentiated Design Strategy for Course Improvement: Lessons Learned from Learning Outcomes and Grade Distribution ".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32680 Internet.  21 Feb, 2025

@INPROCEEDINGS{asee_peer_32680
author = "J. Martin Chernosky, Sunay Palsole, Valentini A. Pappa, and Jeffrey D. Sammons"
title = "Does Student Satisfaction Equal Learning? A Differentiated Design Strategy for Course Improvement: Lessons Learned from Learning Outcomes and Grade Distribution "
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32680}
number = {10.18260/1-2--32680}
}

TY  - CPAPER
AB  - There has been an increasing need for qualified engineers worldwide, and yet even with expanding engineering programs, positions remained unfilled and projects suffer from lack of qualified engineers.  Data suggest that most students who began the pursuit of an engineering career failed to complete the required training and earn the credential.  Studies have indicated that this dropout rate had a high correlation to the students learning experiences, and this was exacerbated in programs designed for adult learners.  A graduate program designed for adult learners at a large university in the southwest needed to undergo a program redesign and was chosen for this study. We wanted to identify the key elements of adult student engagement and satisfaction, and develop an instructional design model to address these elements. 
The mixed methods study utilized the three elements (social, teaching, and cognitive presences) of the Community of Inquiry as the theoretical lens.  The study attempted to identify the relationship between satisfaction rates and the performance of students indicated by grades, learning objectives, and dropout rates.  Course design components, which were the greatest predictor of student satisfaction in a blended course, were explored as well as the corresponding grade distribution.  The satisfaction and grade distribution data of three courses were compared pre and post treatment considering the inclusion of differentiated improvement elements.
The findings of the study can address gaps in course design, which could provide faculty and instructional designers the opportunity to improve the present design practices.  Through an evaluation of the quality of courses, satisfaction standards could be established.  The correlation between student satisfaction and grade distribution could lead to further advances in course design.


AU  - J. Martin Chernosky
AU  - Sunay Palsole
AU  - Valentini A. Pappa
AU  - Jeffrey D. Sammons
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Does Student Satisfaction Equal Learning? A Differentiated Design Strategy for Course Improvement: Lessons Learned from Learning Outcomes and Grade Distribution 
UR  - https://peer.asee.org/32680
DO  - 10.18260/1-2--32680
ER  -