The Department of Biology’s Stefanie Gazda and Brenda Such (from COIP) published an article on course design for BSC2010/2010L and BSC2011/2011L. These courses were redesigned three times over three years, based on multiple different factors, and targeting 4 main parts: clear instructions, interactions, engaging activities, and versatile learning materials. Stephanie and Brenda found that multiple iterations can improve student outcomes and reduce the drop rate. Online-only students respond differently to design revisions than residential students.
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