Students as Consumers: Retaining Engineering Students by Designing Learner-Centric Courses of Value

Autor/inn/en	Chernosky, Jeff; Ausburn, Jerry; Curtis, Rebecca
Titel	Students as Consumers: Retaining Engineering Students by Designing Learner-Centric Courses of Value
Quelle	In: Journal of Continuing Higher Education, 69 (2021) 2, S.100-120 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chernosky, Jeff) ORCID (Curtis, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2020.1786342
Schlagwörter	Graduate Students; Student Satisfaction; Student Centered Learning; Engineering Education; School Holding Power; Value Judgment; Instructional Design; Instructional Effectiveness; Course Content; Grades (Scholastic); Learner Engagement; Communities of Practice; Inquiry; Interaction; Acceleration (Education); Blended Learning; Distance Education; Adult Students + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ingenieurausbildung; Werturteil; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Kursprogramm; Notenspiegel; Community; Interaktion; Acceleration; Beschleunigung; Distance study; Distance learning; Fernunterricht; Adult; Adults; Erwachsenenalter; Schüler; Schülerin
Abstract	The global economy's dependency upon engineers is exacerbated by a lack of qualified engineers. Most engineering students fail to complete the credential. According to the American Society for Engineering Education (2018), the high dropout rate has been correlated to satisfaction with the learning experience. Investigation of an international accelerated blended distance program designed for adult learners at a large southwestern university requiring a redesign of courses was selected for this study. The researchers wanted to identify the key components of satisfaction and student engagement, then develop an equitable instructional design model. The mixed-methods study utilized the three elements of the Community of Inquiry as the theoretical lens. The study attempted to identify the key course characteristics which could increase satisfaction and reduce dropout rates. Design components, grades, and satisfaction rates were studied. Performance data (grades) were examined and indicated no significant correlation between grades and satisfaction. Six suggested areas for enhancement were faculty interaction, authenticity, student-to-student engagement, feedback, multimedia, and homework. Through an evaluation of the quality of the courses and satisfaction, design standards could be established, resulting in quality-of-life enhancement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01