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The Effects of Online Course Design on Student Course Satisfaction

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2019 Pacific Southwest Section Meeting


California State University, Los Angeles , California

Publication Date

April 4, 2019

Start Date

April 4, 2019

End Date

April 6, 2019

Conference Session

PSW Section Meeting Papers - Disregard start and end time - for online paper access only

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Pacific Southwest Section Meeting Paper Submissions

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Greg Placencia California State Polytechnic University, Pomona

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Assistant professor Greg Placencia joined the IME department in 2016 and currently teaches Fundamentals of Human Factors Engineering lecture and lab, Fiscal Implications in Technical Decision Making, Advanced Human Factors in Engineering Design, and Human Systems Interaction. Dr. Placencia received his Ph.D. degree from University of Southern California in 2009. His research interests include human engineering, human–systems interaction, and adapting macro-ergonomics to health care, human trafficking, education, and other nontraditional disciplines.

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Pauline Salim Muljana Old Dominion University

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Pauline Salim Muljana is a doctoral student in the Instructional Design and Technology (IDT) program in College of Education at Old Dominion University. Her research interests revolve around the investigations of how learning analytics informs instructional design to foster learning behaviors and strategies associated with academic success. Before joining the IDT program, she held instructional design responsibilities for 12 years at California State Polytechnic University Pomona that included design and development of courses with various delivery modes and multimedia learning objects, as well as facilitation of faculty workshops on instructional strategies and effective technology integration.

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The quality of course design and organization often affects student success in the classroom as much as a student’s ability to learn and apply course material. Students frequently must overcome poorly organized classes, including those organized within Learning Management Systems (LMSs) such as Blackboard. Ideally, instructors utilize LMSs and similar learning portals to optimize the amount of knowledge transfer, while minimizing the time students need to reach subject proficiency and the time instructors need to administer and to assess students. For example, searching for misleadingly labeled documents by navigating folders within folders can stress students and cause negative instructor reviews. We relate this to issues with “signal – to – noise ratio addressed in a previous work. Lamentably, while institutions of higher education regularly survey students for course feedback, a critical component most often missing is student user feedback on how well course design and organization contributed to the learning process. Based on a review of the literature, and previous experience, we developed multiple preliminary course structures that considered folder organization, the number of tabs to include, and kind of Blackboard features to use. We then recommend several easy to follow practices to help instructors improve their online course design to improve student learning and retention.

Placencia, G., & Muljana, P. S. (2019, April), The Effects of Online Course Design on Student Course Satisfaction Paper presented at 2019 Pacific Southwest Section Meeting, California State University, Los Angeles , California. 10.18260/1-2--31845

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