Literaturnachweis - Detailanzeige
| Autor/inn/en | Ludy, Mary-Jon; Brackenbury, Tim; Folkins, John Wm; Peet, Susan H.; Langendorfer, Stephen J.; Beining, Kari |
|---|---|
| Titel | Student Impressions of Syllabus Design: Engaging versus Contractual Syllabus |
| Quelle | In: International Journal for the Scholarship of Teaching and Learning, 10 (2016) 2, Artikel 6 (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-4744 |
| Schlagwörter | Student Attitudes; Course Evaluation; Course Organization; Undergraduate Students; Introductory Courses; Nutrition Instruction; Graphic Arts; Textbook Content; Intermode Differences; Student Interests; Student Motivation; Course Descriptions; Usability; Student Surveys; Statistical Analysis; Qualitative Research |
| Abstract | This study compared student impressions of a text-rich contractual syllabus to a graphic-rich engaging syllabus. Students enrolled in sections of an undergraduate introductory nutrition course viewed either a contractual or engaging syllabus and completed a survey regarding their perceptions of the course and instructor. Students perceived both types of syllabus positively, yet the engaging syllabus was judged to be more visually appealing and comprehensive. More importantly, it motivated more interest in the class and instructor than the contractual syllabus. Using an engaging syllabus may benefit instructors who seek to gain more favorable initial course perceptions by students. (As Provided). |
| Anmerkungen | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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