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Informing Online Doctoral Course Development Using Student Feedback

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Bibliographic Details
Title: Informing Online Doctoral Course Development Using Student Feedback
Language: English
Authors: Haydee Maria Cuevas, Jan G. Neal
Source: International Journal of Online Graduate Education. 2024 1(1).
Availability: International Journal of Online Graduate Education. c/o Maggie Broderick, PhD, Editor, National University, 9388 Lightwave Avenue, San Diego, CA 92123. Tel: 412-848-8206; Web site: https://ijoge.org/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Electronic Learning, Doctoral Programs, Curriculum Development, Student Attitudes, Feedback (Response), Aviation Education, School Effectiveness
ISSN: 2640-608X
Abstract: This paper describes the iterative development, evaluation, and improvement of DAV 715: Human Factors in Aviation, an online doctoral course in the Ph.D. in Aviation program at Embry-Riddle Aeronautical University. From 2013 through 2017, data were collected from students enrolled in the course using a learning experience survey and an end-of-course evaluation survey. Participation was completely voluntary and responses were anonymous to encourage students to provide honest and accurate feedback on the course design, workload, and relevance. Data generated from the surveys informed each course update, guided by the 3-Phase Design (3PD) model.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1442048
Database: ERIC
Description
Abstract:This paper describes the iterative development, evaluation, and improvement of DAV 715: Human Factors in Aviation, an online doctoral course in the Ph.D. in Aviation program at Embry-Riddle Aeronautical University. From 2013 through 2017, data were collected from students enrolled in the course using a learning experience survey and an end-of-course evaluation survey. Participation was completely voluntary and responses were anonymous to encourage students to provide honest and accurate feedback on the course design, workload, and relevance. Data generated from the surveys informed each course update, guided by the 3-Phase Design (3PD) model.
ISSN:2640-608X