Teaching Teachers to Continuously Improve Online Courses and Student Achievement

August 31, 2010 - 3:10pm | by rtbrown
Presenter(s)
Andrew Rosman (University of Connecticut, US)
Session Information
November 5, 2010 - 11:10am
Track: 
Faculty Development and Support
Areas of Special Interest: 
None of the above
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Multiple Levels
Session Type: 
Individual Presentation
Location: 
Antigua 1
Session Duration: 
35
Concurrent Session: 
8
Abstract

The presentation will cover the use of an instructional design model to provide instructors with the skill set to design and continuously improve their courses to maximize student achievement. Included will be a discussion of using student survey feedback in course redesign and implications for student retention.

Extended Abstract

The purpose of this presentation is to discuss how to empower faculty to appropriately seek out and use feedback provided by students to continuously improve online courses to maximize student learning. The faculty development model that will be discussed, the Resource-Enriched Learning Model (RELM)1 has been used at the University of Connecticut to develop faculty to deliver the online MS in Accounting (MSA). The presenter will discuss RELM and the integration of student feedback from the vantage point as the program's faculty director and as an instructor. In particular, he will illustrate the initial development of a course as well as its evolution over the past eight years as he has applied RELM in conjunction with student feedback to continually improve the course. He also will discuss student achievement and retention issues for the program with attention to achieving the low 6-7% dropout rate experienced by the MSA since inception. 1See Lavoie, David. R. 2001. "A Resource-Enriched Learning Model." Educause Quarterly 24, no. 2: 67-68 and Lavoie, David, and Andrew J. Rosman. 2007. "Using Active Student-Centered Learning-Based Instructional Design to Develop Faculty and Improve Course Design, Delivery, and Evaluation." Issues in Accounting Education 22, no. 1 (February): 105-118.

Lead Presenter

Andrew J. Rosman is an Associate Professor at the University of Connecticut and a University Teaching Fellow. He has been at the University of Connecticut since 1989 and teaches a course on global financial reporting and analysis and another on information literacy, both of which are conducted asynchronously online. He has served as the director of the MS in Accounting Program since 1998. In 2002, this program became the University of Connecticut’s first online graduate degree. Andy now also serves as the Executive Director of Online Education for the School of Business. His primary research focus has been on how decision makers use information with the objective of identifying ways to improve decision behavior for business professionals' use of information in business-related activities as well as students in educational settings. He has published research in the Journal of Accounting and Economics; Journal of Accounting, Auditing and Finance; Auditing: A Journal of Theory and Practice; Academy of Management Journal; Journal of Behavioral Decision Making; Journal of Business Venturing; Journal of Business Research; Issues in Accounting Education; and Research in Accounting Regulation.