Educational Practice Research Articles

Impact of Nutritional Education Intervention on Food Choice Motivations and Eating Behaviors Among Latin American University Students

ABSTRACT Background Nutritional interventions can help to develop healthy eating patterns during the transition to university, which is a critical transition for all college students. Purpose This research aims to analyze eating behaviors and food choices through sustainable nutritional education interventions with college students from a multinational university in Latin-America. Methods The nutritional intervention had eight sessions emphasizing lifestyle nutrition patterns. There was an intervention group (n = 85), and a control group (n = 80). This research evaluated the eating behaviors and food choice motivators before and after the intervention. Results The nutrition education interventions showed that the group under intervention improved, changing from unhealthy to moderately healthy habits, whereas the control groups remained in unhealthy eating behaviors. Food choice motivations slightly differ from the two groups after the intervention. Discussion The control group students reflected on their lack of awareness of good eating habits so that current trends could influence their food choices in social networks associated with the pandemic, economic factors, and supply. Translation to Health Education Practice The findings from this research highlight opportunities for Certified Health Education Specialists focused on project development and evaluation.

Empowering children for better health with child-to-child approach: a systematic literature review

PurposeChild-to-Child (C-to-C) approach is an evidence-based approach that ensures the child’s participation in bringing about positive changes in healthcare. By systematically investigating the literature, the study aimed to evaluate the effectiveness of the approach and recognize associated themes, methodologies and outcomes.Design/methodology/approachAn extensive search on PubMed, ProQuest, Cochrane and Dimensions AI databases was performed for original research articles on C-to-C intervention, with no time and geographical restrictions. Following PRISMA and PICO, the Joanna Briggs Institute (JBI) critical appraisal tool assessed the studies. A data tabulation technique was used to summarize these studies.FindingsThe approach shows promising results in enhancing children’s understanding of health issues and their participation in community health promotion. This, in turn, encourages the adoption of better healthcare practices and shows improved health outcomes.Research limitations/implicationsFurther research is required to understand the long-term impact of the approach on populations from diverse socioeconomic statuses in different study settings.Practical implicationsThe findings will be helpful for practitioners, educators, policymakers and other stakeholders in creating more successful and effective C-to-C intervention programs to make informed decisions, achieve sustainable behavior change and improve health.Originality/valueThe originality of this review paper is evident in its unique focus on the C-to-C approach, which empowers children not only as recipients of health education but also as active contributors to promoting health. Further, the present research also explores the intricacies of how children learn from each other, offering new insights into effective educational practices.

Student Perceptions of Bilingual Teaching Practices: Evidence from a Colombian University

ABSTRACT Recent studies in higher education suggest that teaching academic content using English as the Medium of Instruction (EMI) seems impractical and ineffective in countries where English is the second or foreign language. Additionally, students’ resistance to an English-only format remains problematic. University first language-English bilingual courses are a legitimate possibility to promote the internationalization of higher education in countries where English is the second or foreign language. However, little is known about students’ perceptions of Bilingual Teaching Practices (BTPs) in university courses and the Bilingual Study Techniques (BSTs) they use to deal with this type of practice. In this cross-sectional study, the 30-item questionnaire was adapted to explore the students’ (N = 1,615) perceptions and BSTs in a Colombian university. The results reveal that 50.8% of the respondents preferred the use of both Spanish and English in their university courses. “Discipline-specific vocabulary” was the most recurrent difficulty that students had in their bilingual courses. Moreover, we found that participants overused “online translator” as BST. Furthermore, the results show that participants had positive perceptions towards the use of English in educational and professional settings. Implications for bilingual education policy and practice are discussed.

Development of a Scale to Assess University Faculty’s Knowledge, Attitudes, and Practices in Special Education

Development of a Scale to Assess University Faculty’s Knowledge, Attitudes, and Practices in Special Education

Transforming educational leadership in higher education with innovative administrative strategies

In developing nations particularly in Africa, innovative administrative strategies are essential for educational leaders to navigate inherent challenges in education. This study aims to explore how educational leaders in higher education can be equipped with innovative administrative strategies to cause a positive change in education delivery. A systematic literature review was conducted to achieve this aim, drawing on the transformational leadership model as its theoretical underpinning. The search encompassed scholarly publications from major repositories like Scopus, Web of Science, and International Bibliography of the Social Sciences and Textbooks from 1967 to 2023. The search process went a series of exclusive and inclusive processes and yielded 43 research articles. The synthesized findings were analyzed using a thematic approach. The findings indicate that transformational leadership has the potential to incorporate innovation into higher educational administrative practices. It was also found that innovative administrative practices in higher education can be achieved through staff motivation, technology integration, adoption of agile methodologies, collaborative research, interdisciplinary collaboration, seminars, workshops, and positive organizational culture. Based on the findings, professional development programs for managers and administrators in higher education were highly recommended. These programs would help enhance the knowledge and skills of employees in educational administration.

Attitudes Toward Inclusion and Utilitarian-Progressive Philosophical Orientations: A Survey Study of Maltese State Primary School Educators

This article conceptualises Maltese educational philosophy according to a utilitarian-progressive dualism, with critical theory as the source of antagonism between the two positions. In this sense, education for work and economic development serves as a utilitarian or technocratic justification for the prevailing socioeconomic status quo. In contrast, education for personal and social development serves more progressive or humanistic goals of personal empowerment and sociopolitical emancipation. Given that inclusion is a relatively explicit feature of Maltese educational policy and practice, we asked how attitudes towards inclusion currently interact with the broader foregoing philosophical orientations among Maltese primary school educators. A survey of 62 educators in a large state primary school was carried out, consisting of an existing scale for measuring attitudes toward inclusion, as well as a locally contextualised bespoke scale designed to measure philosophical orientations. Factors such as role and experience, as well as initial and ongoing training were included as explanatory factors. The results suggest overall positive attitudes toward inclusion, combined with a juxtaposition of utilitarian and progressive views about education. Based on the findings, we argue that initial training is a particularly important opportunity for educators to engage more fully with philosophy of education and critical pedagogy since they are less likely to do so later in their careers in the Maltese primary state school sector.

The impact of instructional design on language acquisition in multilingual STEM classrooms

This conceptual review investigates the profound influence of instructional design on language acquisition within the dynamic context of multilingual STEM classrooms. In an era marked by the intersection of diverse linguistic backgrounds and the growing emphasis on STEM education, understanding how instructional strategies can facilitate language learning alongside scientific inquiry is imperative. This paper navigates through the intricate terrain of curriculum development to elucidate strategies to foster environments conducive to language acquisition and scientific exploration. The strategies for seamlessly integrating language objectives into STEM lessons are central to this exploration. The paper underscores the importance of deliberate planning to embed language proficiency goals within the framework of scientific concepts, thereby facilitating a holistic approach to learning. Furthermore, it illuminates the role of collaborative learning activities in nurturing language skills, emphasizing the synergy between peer interaction and linguistic development. Through collaborative endeavors, students engage in meaningful discourse, negotiating language use while collectively constructing scientific knowledge. Moreover, the review delves into the efficacy of scaffolded instruction as a cornerstone for supporting students' linguistic and cognitive development. By providing structured support tailored to learners' proficiency levels, scaffolded instruction scaffolds students' language acquisition journey while concurrently scaffolding their understanding of complex STEM concepts. This targeted approach not only cultivates language fluency but also fosters conceptual mastery, ensuring equitable access to STEM education for all students regardless of linguistic backgrounds. This conceptual review offers insights into the intricate interplay between instructional design and language acquisition within multilingual STEM classrooms. By delineating strategies for embedding language objectives, fostering collaborative learning, and implementing scaffolded instruction, it contributes to the ongoing discourse on enhancing educational practices that empower students to thrive linguistically and scientifically in the multicultural landscape of modern education. Keywords: Instructional Design, Language Acquisition, Multilingual, Stem Classrooms, Curriculum Development, Scaffolded Instruction.

Proposing an Interprofessional Competency Framework for Person-Centered Care Connecting Interprofessional Education and Collaborative Practice

Introduction: The number of complex healthcare problems is increasing, the workforce is diminishing, and healthcare costs are rising. Interprofessional Education and Collaborative Practice is a promising solution, necessitating the cultivation of skills and competencies among health and social care professionals. The central question guiding this study revolves around the possibility of merging interprofessional collaboration, lifelong learning, the International Classification of Functioning, Disability and Health (ICF), and the Rehabilitation Competency Framework (RCF) into a unified competency framework that can be used in both education and in the work field. Method: In total, five modified Delphi rounds were executed during three phases specifically comprising the design, relevance, and report stages. The first contains a literature search, the second includes 11 pilots with surveys, and the last finalized the INPRO Competency Framework (INPRO CF). Results: The primary result is the INPRO CF that is readable, accurate, applicable, and accepted. It contains five domains, 17 competencies, and 200 learning outcomes or behaviors. It exists in four languages (Dutch, Finnish, English, German). Discussion: The INPRO CF is a relevant interprofessional competency framework designed to alleviate deficiencies between education and practice so it is suitable for a lifelong learning process. It demonstrates adaptability across various contexts. Implications for Practice The INPRO Competency Framework provides a structured overview of the learning journey in becoming an experienced interprofessional collaborator and is applicable in both practice and educational settings. The INPRO Competency Framework provides a comprehensive understanding of goals that an individual in a team can work on and structures those that it would like to achieve. The INPRO Competency Framework has the potential to positively impact person centered care by promoting collaboration among health and social care professionals. It simultaneously can contributes to transforming education by shaping curricula and preparing students for interprofessional teamwork in their future careers.

LIVED EXPERIENCES OF RECEIVING TEACHERS IN HANDLING BEHAVIORAL ISSUES OF STUDENTS WITH SPECIAL NEEDS

This qualitative phenomenological study provides a comprehensive exploration of the challenges, strategies; coping mechanisms, and insights experienced by receiving teachers in addressing behavioral issues among students with special needs in inclusive education settings. Through in-depth focus group discussions with five receiving teachers from Island Garden City of Samal, Davao Del Norte, the study exposes the real struggle and complexities of managing diverse behavioral concerns. The thematic analysis uncovers the intricate web of both academic obstacles and behavioral manifestations, prompting the development and implementation of tailored strategies, including individualized behavior plans and collaborative problem-solving approaches. Moreover, the study highlights the vital role of coping mechanisms, such as seeking support from colleagues and prioritizing self-care practices amidst the demanding educational landscape. The insights gleaned from teachers lived experiences underscore the transformative potential of empathy, adaptability, and inclusive teaching methodologies. Ultimately, the research advocates for targeted professional development initiatives and collaborative support networks to empower receiving teachers to effectively navigate the unique challenges presented by students with special needs, especially students with behavioral issues. By promoting inclusive and supportive learning environments, this study contributes significantly to the enhancement of special education practices and resources. KEYWORDS: Special Education, Behavioral Issues, Receiving teachers, research, teaching, Inclusive Education, and special education practices.

ChatGPT in higher education: factors influencing ChatGPT user satisfaction and continued use intention

Artificial intelligence (AI) chatbots, represented by ChatGPT, have shown significant improvement in natural learning and problem analysis and solving, which could trigger a profound change in the education sector and have a far-reaching impact on educational practices. This study aimed to gain insights into the various impacts on users’ experience when using the AI tool ChatGPT in higher education. The study analyzed questionnaire data from 328 college students who used ChatGPT. Employing structural equation modeling, this study examined the technology acceptance model in the higher educational setting to identify factors influencing continued use of ChatGPT. The results show that ChatGPT’s compatibility positively affected users’ perceived ease of use and that efficiency positively affected perceived usefulness. Furthermore, perceived ease of use and perceived usefulness were identified as core factors affecting users’ satisfaction and continued use intentions, with user satisfaction showing a significant positive effect on continued use intention. The findings not only provide new perspectives on human–computer interaction theory in higher education but also further refine the functions of current smart devices. This study will help to promote the continued progress and improvement of educational technology, while also deepening understanding of the relationship between attitude and behavior.

Navigating the Portfolio Landscape: Examining Lecturers’ and Students’ Perspectives on Portfolio Assessment Practices

This study examined the perceptions of lecturers and students regarding portfolio assessment practices, their overall attitudes towards this assessment method, and the alignment and divergence between their perceptions. Employing a survey research design, the study was conducted at the University of Education, Winneba, in the Central Region of Ghana, involving 52 final-year science education students and five of their lecturers. Students were selected using stratified random sampling, while lecturers were chosen purposefully. Data collection instruments comprised five-point Likert scale questionnaires administered to both groups, ranging from strongly disagree to strongly agree. Descriptive analysis, including mean, frequencies, and percentages, was utilised for data analysis. Results indicated that lecturers generally perceive a clear purpose for portfolio assessment practices (mean score = 4.20) and emphasise integrating them into every educational programme (mean score = 4.40), while students express lower levels of satisfaction with these aspects (mean scores = 2.15, 2.42, respectively). Additionally, lecturers exhibit moderate attitudes towards portfolio assessment (60.0%), while students predominantly demonstrate low attitudes (59.6%). Alignment between lecturers and students is evident in some areas, such as the importance of communicating objectives and providing feedback to students and the importance of this assessment in diagnosing students’ strengths and weaknesses, but discrepancies arise regarding the guidance of students during the practices. The study concluded that understanding and addressing the differences in perceptions and attitudes between lecturers and students is crucial for promoting a shared understanding and acceptance of portfolio assessment practices. In order to close gaps and foster meaningful engagement, it is then recommended that institutions prioritise efforts to improve communication, collaboration, and support for both lecturers and students to enhance the effectiveness of portfolio assessment practices in higher education.

Meeting the need for effective and standardized neonatology training: a pan-European Master's Curriculum.

Neonatology is a pediatric sub-discipline focused on providing care for newborn infants, including healthy newborns, those born prematurely, and those who present with illnesses or malformations requiring medical care. The European Training Requirements (ETR) in Neonatology provide a framework for standardized quality and recognition of equality of training throughout Europe. The latest ETR version was approved by the Union of European Medical Specialists (UEMS) in April 2021. Here, we present the curriculum of the European School of Neonatology Master of Advanced Studies (ESN MAS), which is based on the ETR in Neonatology and aims to provide a model for effective and standardized training and education in neonatal medicine. We review the history and theory that form the foundation of contemporary medical education and training, provide a literature review on best practices for medical training, pediatric training, and neonatology training specifically, including educational frameworks and evidence-based systems of evaluation. The ESN MAS Curriculum is then evaluated in light of these best practices to define its role in meeting the need for a standardized empirically supported neonatology training curriculum for physicians, and in the future for nurses, to improve the quality of neonatal care for all infants. IMPACT STATEMENT: A review of the neonatology training literature was conducted, which concluded that there is a need for standardized neonatology training across international contexts to keep pace with growth in the field and rapidly advancing technology. This article presents the European School of Neonatology Master of Advanced Studies in Neonatology, which is intended to provide a standardized training curriculum for pediatricians and nurses seeking sub-specialization in neonatology. The curriculum is evaluated in light of best practices in medical education, neonatology training, and adult learning theory.

The Nature of Moral Realism vs. Anti-Realism and Its Implications for Moral Discourse and Practice

Purpose: The general objective of this study was to explore the nature of moral realism vs. anti-realism and its implications for moral discourse and practice. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the nature of moral realism vs. anti-realism and its implications for moral discourse and practice. Preliminary empirical review revealed that individuals' beliefs about moral realism vs. anti-realism significantly influenced their moral reasoning and behaviors, with proponents of moral realism exhibiting absolutist moral judgments while those endorsing anti-realism demonstrated greater moral flexibility. Cultural and ideological variations in these beliefs were evident, reflecting diverse societal norms and values. Longitudinal studies revealed the developmental origins of these beliefs, emphasizing the importance of early moral education. Overall, the study highlighted the complex interplay between philosophical perspectives on morality and real-world implications, advocating for informed and culturally sensitive approaches to moral discourse and practice. Unique Contribution to Theory, Practice and Policy: The Kohlberg's Stages of Moral Development, Social Identity theory and Cultural Relativism may be used to anchor future studies on the nature of moral realism vs. anti-realism. The study provided valuable recommendations for theory, practice, and policy. It contributed to theoretical advancements in moral philosophy by integrating empirical evidence with philosophical insights, thereby refining existing theories and generating new avenues for exploration. The findings had practical implications for educators, policymakers, and practitioners, emphasizing the importance of ethical education, interdisciplinary collaboration, and ethical leadership practices. Policy recommendations highlighted the need for contextually sensitive approaches to addressing ethical issues, while ethical practice emphasized fostering open dialogue and ethical reflexivity in professional settings. The study also identified future research directions, suggesting the importance of longitudinal and interdisciplinary studies to further advance our understanding of morality and ethics. Keywords: Moral Realism, Anti-Realism, Moral Discourse, Beliefs, Philosophy, Ethics, Interdisciplinary, Collaboration, Ethical Leadership, Professional Practice

Exploring the Relationship between Moral Decision-Making and Emotional Intelligence

Purpose: The general objective of the study was to explore the relationship between moral decision- making and emotional intelligence. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the relationship between moral decision- making and emotional intelligence. Preliminary empirical review revealed that emotional intelligence significantly influences individuals' ability to make ethically sound decisions, as evidenced by positive correlations between emotional intelligence and various aspects of moral decision-making. It found that individuals with higher emotional intelligence demonstrated superior emotional awareness, regulation, and empathy, enabling them to navigate moral dilemmas more effectively. The study highlighted the practical implications of these findings, suggesting that interventions aimed at enhancing emotional intelligence could promote ethical behavior in educational, organizational, and societal contexts. Overall, the research provided valuable insights into the intricate interplay between emotional intelligence and morality, informing strategies for fostering ethical leadership and social responsibility. Unique Contribution to Theory, Practice and Policy: The Social Learning theory, Cognitive Developmental theory and Dual Process theory may be used to anchor future studies on moral decision- making and emotional intelligence. The study offered recommendations that contributed significantly to theory, practice, and policy. It suggested further investigation into the underlying mechanisms of the relationship between moral decision-making and emotional intelligence. Practical implications included integrating emotional intelligence training into educational curricula and organizational practices, fostering ethical leadership and decision-making. Policy-wise, the study advocated for the integration of emotional intelligence and ethical education initiatives into broader societal frameworks. Collaboration among stakeholders was recommended to design evidence-based interventions promoting moral development and emotional competence, ultimately contributing to positive social change. Keywords: Moral Decision-Making, Emotional Intelligence, Education, Leadership, Ethical Dilemmas, Interventions, Stakeholders, Collaboration

Designing and Analysing an APP based on "Internet+" for Integrating Health Data of University Physical Classes

INTRODUCTION: University physical education programs still largely use traditional methods without significant innovation in teaching or health evaluation. With the growing capabilities of Internet technology and artificial intelligence, there's a critical need to leverage these advancements to enhance the physical health assessments of college students.OBJECTIVES: The study proposes an integrated APP design for health data collection and analysis both inside and outside physical education classes, utilizing Internet technologies and intelligent learning algorithms. This is aimed at precisely analyzing and improving the health outcomes of university students by fostering more tailored and responsive physical education experiences..METHODS: The method involves constructing an app design analysis index system, integrating a vulture search heuristic optimization algorithm with a convolutional neural network (CNN). This setup uses smart sports APP behavioral data as input to refine and optimize health data integration, aiming to enhance the analysis and feedback mechanisms within university sports programs.RESULTS: The implementation of this method showed that it meets real-time requirements while significantly improving the accuracy and efficiency of integrated APP design analyses for health data. The use of smart algorithms allows for more precise adjustments and feedback in physical education programs, suggesting a substantial improvement over traditional physical health monitoring and evaluation methods.CONCLUSION: The proposed APP design successfully integrates and analyzes health data, enhancing the management and evaluation of physical education programs. It represents a significant step forward in utilizing modern technology to address the stagnation in physical education health monitoring, with potential implications for broader educational and health management practices in universities. Future iterations of the APP could incorporate more diverse data inputs and advanced analytical features to further refine its effectiveness and usability.

SoTL as a catalyst for the development of medical educator scholar identity

AbstractThis chapter explores the experiences of undergraduate medical educators with the scholarship of teaching and learning (SoTL) and the impact it has had on their educator identity and practice.

Comparative analysis of diagnostic accuracy in endodontic assessments: dental students vs. artificial intelligence.

This study evaluates the comparative diagnostic accuracy of dental students and artificial intelligence (AI), specifically a modified ChatGPT 4, in endodontic assessments related to pulpal and apical conditions. The findings are intended to offer insights into the potential role of AI in augmenting dental education. Involving 109 dental students divided into junior (54) and senior (55) groups, the study compared their diagnostic accuracy against ChatGPT's across seven clinical scenarios. Juniors had the American Association of Endodontists (AEE) terminology assistance, while seniors relied on prior knowledge. Accuracy was measured against a gold standard by experienced endodontists, using statistical analysis including Kruskal-Wallis and Dwass-Steel-Critchlow-Fligner tests. ChatGPT achieved significantly higher accuracy (99.0 %) compared to seniors (79.7 %) and juniors (77.0 %). Median accuracy was 100.0 % for ChatGPT, 85.7 % for seniors, and 82.1 % for juniors. Statistical tests indicated significant differences between ChatGPT and both student groups (p<0.001), with no notable difference between the student cohorts. The study reveals AI's capability to outperform dental students in diagnostic accuracy regarding endodontic assessments. This underscores AIs potential as areference tool that students could utilize to enhance theirunderstanding and diagnostic skills. Nevertheless, the potential for overreliance on AI, which may affect the development of critical analytical and decision-making abilities, necessitates a balanced integration of AI with human expertise and clinical judgement in dental education. Future research is essential to navigate the ethical and legal frameworks for incorporating AI tools such as ChatGPT into dental education and clinical practices effectively.

Goal Setting Moderates Behavior Change Outcomes in College Students After an Online Health Coaching Intervention

ABSTRACT Background Health coaching sessions that incorporate goal setting may help improve college students' health behaviors. Purpose This study examined whether specific goal-setting practices moderated changes in health behaviors during an online wellness intervention in college students. Methods Participants were 90 college students recruited from one US university. The intervention was a one-hour virtual one-on-one health coaching session where participants set two goals for either physical activity (Metabolic Equivalent Task (MET)-minutes or MET-minutes), nutrition, sleep, or stress management. Self-reported baseline behaviors were collected, and follow-up surveys were completed at 6- and 12-weeks. Mixed effects models examined behavior change outcomes across the follow-up timepoints while testing the moderating effect of goal setting using interactions. Results The Goal×Time interaction was significant for moderate MET-minutes at 1st follow-up (b = 443, p = .003), and for total MET-minutes at the 2nd follow-up (b = 717, p = .047). The Goal×Time interaction was also significant for stress management at 1st follow-up (Odds Ratio = 7.3, p = .042). Discussion Participants who set physical activity and stress management goals had significantly higher physical activity and utilized more stress management techniques. Translation to Health Education Practice The use of specific goal-setting strategies for physical activity and stress management is recommended during online health coaching sessions.

Traditional Dramaturgy of the Si Muntu Performance as a Means of Character Education

Objective: This research aims to conduct a deeper analysis of the potential embedded in the Si Muntu Tradition within the context of character education.   Theoretical Framework: This study explores character education. It examines how character education and dramaturgy can provide a moral and ethical foundation for character education practices.   Method: Through an ethnographic approach, the study focuses on traditional dramaturgy manifested in the Si Muntu parade tradition spread across West Sumatra Province regions. This analysis explores multiple forms of local wisdom, and the embedded values within the practice are identified.   Result and Conclusion: The findings of this research reveal that the traditional dramaturgy, a part of the Si Muntu cultural tradition, holds the potential to be integrated into character education. It can serve as an effective tool to develop positive values within individuals.   Implications: It is an effort to offer solutions to moral and ethical issues that can be implemented in schools. The presence of local importance, such as cooperation, reverence for ancestors, creativity, and empathy, is reflected in this dramaturgy   Novelty: This study contributes to the existing literature on character education by applying the relationship between traditional practices and the presence of dramaturgy in the Si Muntu tradition within the context of education in Indonesia.

Online Course Design Review: Quality e-Learning Practices in Higher Education

This article presents the importance of online course revision to improve best practices in distance higher education, increase student success and raise retention rates. A year-long, systematic, unified approach to online course review was conducted by a committee of Humanities professors. The aim of this paper is to share the significant enhancements made to an online course design, using the 7th Edition of Quality Matters Higher Education Rubric to boost student engagement, performance, and satisfaction. This study discusses how each standard was applied to refine an online course. The purpose of the revision was to systematically address the standards as proposed by the QM rubric. Findings revealed areas to strengthen in each of the eight general standards resulting in the actualization of the course design to be more accessible and practical for student use. A few of the specific enhancements because of the revision were the creation of a course content map, clear and predictable design, weekly email reminders, and rubrics. Student feedback confirmed positive outcomes after the successful implementation of best practices using the QM rubric.