Employing the ENHANCE Learning Model to Inform a High-Impact Course Design

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  • Title: Employing the ENHANCE Learning Model to Inform a High-Impact Course Design
  • Author(s): Elgloria Harrison, Morris Thomas
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Common Ground Open
  • Journal Title: Ubiquitous Learning: An International Journal
  • Keywords: High-Impact, Experiential Learning, Instructional Design
  • Volume: 12
  • Issue: 3
  • Year: 2019
  • ISSN: 1835-9795 (Print)
  • DOI: https://doi.org/10.18848/1835-9795/CGP/v12i03/9-18
  • Citation: Harrison, Elgloria, and Morris Thomas. 2019. "Employing the ENHANCE Learning Model to Inform a High-Impact Course Design." Ubiquitous Learning: An International Journal 12 (3): 9-18. doi:10.18848/1835-9795/CGP/v12i03/9-18.
  • Extent: 10 pages

Abstract

This study illustrated the principles of self-determined learning in undergraduate capstone courses that embeds community inquiry in a blended learning design. The ENHANCE learning model served as the theoretical framework to measure a high-impact instructional course design. This longitudinal approach provided a rich context of the events as they evolved using the case study methodology. Understanding the historical perspective is important to comprehend what factors enabled the learners to become capable and competent graduates in their chosen field. The study concluded that to improve the learners’ experience, an intentional high-impact course design should be used for best results.