Higher Ed Matters
Featured Rethinking Grading: Exploring the Potential of Ungrading as an Alternative Assessment Approach in Higher Education View Digital Media
Paper Presentation in a Themed Session Mostafa Hanafy
The traditional grading system used in education has come under scrutiny, with educators and scholars questioning its effectiveness and exploring alternative approaches. This research paper examines the concept of "Ungrading," a radical philosophy challenging conventional grading systems, and its potential to transform education. The paper begins with an overview of the current grading system in the United States, highlighting its drawbacks and the need for change. It then delves into the meaning and principles of ungrading, exploring its advantages and disadvantages. Two case studies and the author's personal experience at the University of Illinois Urbana-Champaign provide empirical evidence. The paper concludes with a discussion of the research gaps in the field and offers recommendations for future research. By questioning the benefits of traditional grading and considering alternative assessment approaches, educators can reimagine the learning process and promote student-centered education.
Learner-Content Interaction in Asynchronous Courses: A Quantitative Analysis View Digital Media
Paper Presentation in a Themed Session Agnes Pearcy, Philip Turner
As online learning has evolved in the last several decades, most concerns centered around the lack of face-to-face interactions between learners and teachers. Thus, most distance education research has focused on examining reciprocal interpersonal interaction among learners and between learners and instructors. There has been little research on online learner-content interaction even though it plays an essential role in ensuring the effectiveness of asynchronous online learning. Online course content design can take advantage of the latest digital technologies and apply instructional design best practices while accommodating learner diversity. This study is a quantitative analysis of student interactions with asynchronous course content in a “Research Methods” course at the University of North Texas. The results of our multiple regression analysis of student interaction with the course content supported Merrill’s “Principles of Instruction” theory. Student engagement with higher level instructional strategies, such as “demonstration” via concept videos and “application” via self-tests and small group intra-module activities, correlated with better student learning outcomes for both undergraduate and graduate students. The amount of time of online class participation and the number of content page views were not predictors of student learning outcomes. In addition to the results of the study, we consider how to facilitate asynchronous learner-content interaction to engage students in deep and meaningful formal learning and enhance their overall learning experience.
At the Intersection of Learner Voice and Instructor Design: Exploring Student-faculty Dialogue on Priorities in UDL Integration in Tertiary Education View Digital Media
Paper Presentation in a Themed Session Frederic Fovet
There is growing interest in the tertiary sector for Universal Design for Learning (UDL) as a transformative lens to shift instructors and departments away from a deficit approach to learner diversity. UDL indeed allows the creation of an effective whole-class approach to the inclusion of diverse learners and reduces the reliance of campuses on accessibility services and individual interventions. It reduces stigma, erodes the strain on services, empowers learners, and supports instructors in a process of inclusive redesign within their practice. Even when UDL is embraced and integrated on a campus, however, it quickly becomes evident that there can be many different and divergent areas of teaching and learning where UDL can be implemented and support change. There are so many possible avenues of transformation that it can become almost daunting for practitioners. This project examines both student voice and faculty reflective practice to identify where consensus might exist between these two groups of stakeholders as to what should take priority when it comes to the redesign of campus and classroom practices. It showcases the outcomes of a qualitative research process that took part on a Canadian campus, bringing together these two stakeholder groups to create authentic dialogue on inclusive pedagogical transformation.
Academic Quality Assurance in Online Higher Education: Guiding Principles and Questions View Digital Media
Paper Presentation in a Themed Session Marion Brown
This paper presents guiding principles and leading questions for academic quality assurance in online higher education in a university in Nova Scotia, Canada. The approach taken is grounded in the long-held values of academic freedom and social responsibility, both of which are foundational to ensure freedom of inquiry, analysis, engagement, and exchange, and lead thought and action in critical and progressive directions. The three principles communicate a foundation for beliefs and behaviours regarding best practices in online and blended education and foreground academic freedom and integrity, social responsibility, and considerations of equity, diversity, inclusion, and accessibility for student, staff, and faculty engagement in online/blended teaching and learning. Principle #1 is Intention: the purpose for proposing a program or course be online or blended; Principle #2 is Impact: the effect an online or blended program or course is anticipated to have on students and faculty; Principle #3 is Interaction: ways and means of interpersonal contact among and between students and faculty. Questions for actualizing the principles are offered within the framework and application examples are shared.
