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Abstracts |
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EVIDENCE-BASED ONLINE COURSE DEVELOPMENT PRACTICES USING THREE YEARS OF INCOMING STUDENT DATA
Robert G. Crosby III, Dirk Davis, Riste Simnjanovski California Baptist University United States Knowledge of
university students’ reading speed and learning style preferences
allow online course designers to more effectively meet the academic
needs of all learners. The present study utilizes three years of
incoming student data (N = 1796) from a mid-sized online Christian
university to determine whether student’s average online reading
speed and learning style preferences differ significantly between
declared majors. Results showed that English majors had a faster on-
screen reading time than business and psychology majors. Significant
between- major differences were also detected for five of the seven
learning style preferences. Implications for course designers are
discussed. |
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