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    Student Feedback Regarding Online Course Production Value: A Case Study from Classics

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    PNC 2022 Paper - Stephan.pdf
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    Author
    Stephan, Robert P.
    Affiliation
    University of Arizona, Department of Religious Studies and Classics
    Issue Date
    2022-09
    Keywords
    data-driven teaching
    higher education
    online education
    outcomes and assessment
    pedagogy
    production value
    student feedback
    
    Metadata
    Show full item record
    Publisher
    IEEE
    Citation
    Stephan, R. P. (2022). Student Feedback Regarding Online Course Production Value: A Case Study from Classics. Proceedings of the 2022 Pacific Neighborhood Consortium Annual Conference and Joint Meetings: The Digital World in an Age of Uncertainty: Humanizing Technology for Wellness, Resilience, and Creativity, PNC 2022.
    Journal
    Proceedings of the 2022 Pacific Neighborhood Consortium Annual Conference and Joint Meetings: The Digital World in an Age of Uncertainty: Humanizing Technology for Wellness, Resilience, and Creativity, PNC 2022
    Rights
    © 2022 PNC.
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    This paper employs a data-driven approach to understanding the relationship between online course production quality, instructional effectiveness, and student satisfaction. To accomplish this, it assesses data from six years of student evaluations for online courses and compares it to the production style and quality present in those courses. The quantitative multiple choice course evaluation questions speak to issues of overall quality and satisfaction, student learning, and content and lesson clarity. Qualitative student comments are also assessed to understand the degree to which production quality is highlighted as a driving factor in both student enjoyment and instructional effectiveness. Finally, trends in evaluation data are analyzed in conjunction with the quality and style of each course to provide a better understanding of how students perceive the value of production quality. This project serves as an important step in furthering evidence-based online pedagogy and provides valuable insights for how to best allocate time and resources with regard to online course production.
    Note
    Immediate access
    DOI
    10.23919/pnc56605.2022.9982733
    Version
    Final accepted manuscript
    ae974a485f413a2113503eed53cd6c53
    10.23919/pnc56605.2022.9982733
    Scopus Count
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    UA Faculty Publications

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