Assessing the Sequencing of Learning Objectives in a Study Program Using Evidence-Based Practice

Autor/inn/en	Barthakur, Abhinava; Joksimovic, Srecko; Kovanovic, Vitomir; Corbett, Frederique C.; Richey, Michael; Pardo, Abelardo
Titel	Assessing the Sequencing of Learning Objectives in a Study Program Using Evidence-Based Practice
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 8, S.1429-1443 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barthakur, Abhinava) ORCID (Joksimovic, Srecko) ORCID (Kovanovic, Vitomir) ORCID (Corbett, Frederique C.) ORCID (Richey, Michael) ORCID (Pardo, Abelardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2022.2064971
Schlagwörter	Sequential Approach; Course Objectives; Behavioral Objectives; Online Courses; Evidence Based Practice; MOOCs; Mastery Learning; Interdisciplinary Approach; Learning Analytics; Evaluation Methods; Workplace Learning; Leadership Training + Suchen Sie Ihr Suchwort? Schrittfolge; Online course; Online-Kurs; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Führungslehre
Abstract	The success and satisfaction of students with online courses is significantly impacted by the sequencing of learning objectives and activities. Equally critical is designing online degree programs and structuring multiple courses to reduce learners' cognitive load and attain maximum learning success. In its current form, the evaluation of program design is complex and done primarily using stakeholders' perceptions and qualitative methods, which are subjective. Emerging technologies produce enormous amounts of educational data that have the potential to lead to evidence-based practice to reform the design of study programs. Although a few studies adopt such data-driven approaches to evaluate and enhance study programs, remarkably little is known about the sequencing of learning objectives and the influence of their mastery in one course on performance across subsequent courses. This study aims to assess the interdependency of learning objectives from multiple courses in a MOOC-based program by drawing on an interdisciplinary approach intersecting analytic techniques and measurement models. Situated in the context of professional leadership skill development, we ground our findings in leadership theory and how learners acquire skills over time and across varying contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01