Spotlight on SOTL: Enhancing Student Experience Through Purposeful Course Design

This article is based on the following research article:

Zundans-Fraser, L., & Bain, A. (2020). Making a difference to the student experience through purposeful course design. Australian Journal of Teacher Education (Online), 45(8), 58-74 https://doi.org/10.14221/ajte.2020v45n8.4

Designing courses with a clear focus on student needs and outcomes is crucial for university instructors. The article “Making a Difference to the Student Experience Through Purposeful Course Design” highlights how thoughtful course design can significantly enhance student learning experiences. This topic is particularly important for university instructors who aim to bridge the gap between educational theory and teaching practice, ensuring their students are well-prepared for real-world challenges.

What did the researchers do and find?

The researchers from Charles Sturt University in Australia, undertook a study to evaluate the effectiveness of a graduate course in inclusive education. They designed the course to address three key areas of need: (i) the integration of educational theory into course design, (ii) the promotion of collaborative practice, and (iii) the reduction of the gap between educational theory and teaching practice. The course was delivered online and targeted practicing teachers seeking to enhance their skills in inclusive education. The study collected feedback from 18 students at various stages of the course to assess whether these needs were met. The findings revealed that students appreciated the organization of learning materials, the practical applicability of course content, and the embedded capacity-building skills. The researchers concluded that the purposeful design of the course positively impacted student experiences, aligning well with the initial design intentions.

How might you use this in your own teaching?

University professors can draw valuable insights from this study to enhance their own course design. By focusing on the specific needs of their students and incorporating theoretical foundations into the curriculum – such as constructive alignment, feedback, embedded design and collective intelligence – instructors can create more meaningful and impactful learning experiences. The study also emphasizes the importance of collaborative practice, suggesting that involving students in the design process and encouraging teamwork can lead to better engagement and learning outcomes. Additionally, instructors should strive to bridge the gap between educational theory and teaching practice by integrating practical, real-world applications into their teaching. This approach, sometimes referred to as authentic assessment, not only enhances the relevance of the course content but also prepares students to apply their knowledge effectively in their professional lives. By adopting some of these strategies, university educators can make a significant difference in their students’ academic and professional success.