Abstract
This study illustrates how an iterative, collaboration-nurtured approach to course design boosted student engagement, fostered collaborative learning, and showed the importance of pacing and structure in an undergraduate data science (DS) fully asynchronous online course (FAOC). The collaboration between the instructor and the instructional designer (ID) guided by the Community of Inquiry (CoI) framework and the principles of Universal Design for Learning (UDL) created engaging activities and assessments, maximized the benefits of multimedia and educational technology, addressed diversity, equity, inclusion (DEI) and accessibility through manageable learning sequences and design strategies, and offered an organic design model for online DS courses.
Published Version
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