Scholarlink

<p>This study examined instructional strategies and assessment methods used in online undergraduate and graduate courses, with a focus on student-reported preferences and perceptions of effectiveness. The research aimed to identify commonly used instructional approaches, explore how students experience and evaluate these methods, and determine which strategies they prefer or find less beneficial. A mixed-methods approach was employed, beginning with a Delphi Method process to validate and refine a list of instructional strategies and assessment methods grounded in existing literature and faculty practice. Faculty teaching online courses participated in three rounds of feedback to reach consensus on widely implemented practices. The resulting list informed a cross-sectional survey administered to 403 students enrolled in an online orientation course at a private institution in the southeastern United States. Survey data collected across two academic terms captured student experiences, preferences, and perceptions of effectiveness related to instructional strategies and assessment methods. Findings provide insight into how students engage with different approaches and highlight areas where commonly used strategies may not align with student expectations. While student preferences do not necessarily reflect instructional effectiveness, they offer valuable context for designing more responsive and inclusive online learning environments. This study contributes to the evolving discourse on effective online teaching by comparing instructor-reported practices with student-reported experiences and offering guidance for faculty aiming to optimize instructional design in digital learning environments.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Instructional Strategies and Assessment Methods in Online Learning: Student Preferences, Perceived Effectiveness, and Usage Patterns in Graduate and Undergraduate Courses

  • 期刊论文

  • 发表日期：

    2025年6月4日

查看全文
  • Jacqueline S. Stephen

摘要

This study examined instructional strategies and assessment methods used in online undergraduate and graduate courses, with a focus on student-reported preferences and perceptions of effectiveness. The research aimed to identify commonly used instructional approaches, explore how students experience and evaluate these methods, and determine which strategies they prefer or find less beneficial. A mixed-methods approach was employed, beginning with a Delphi Method process to validate and refine a list of instructional strategies and assessment methods grounded in existing literature and faculty practice. Faculty teaching online courses participated in three rounds of feedback to reach consensus on widely implemented practices. The resulting list informed a cross-sectional survey administered to 403 students enrolled in an online orientation course at a private institution in the southeastern United States. Survey data collected across two academic terms captured student experiences, preferences, and perceptions of effectiveness related to instructional strategies and assessment methods. Findings provide insight into how students engage with different approaches and highlight areas where commonly used strategies may not align with student expectations. While student preferences do not necessarily reflect instructional effectiveness, they offer valuable context for designing more responsive and inclusive online learning environments. This study contributes to the evolving discourse on effective online teaching by comparing instructor-reported practices with student-reported experiences and offering guidance for faculty aiming to optimize instructional design in digital learning environments.