How Can We Support Students’ Learning Experiences in Higher Education? Campus Wide Course Transformation Program Systematic Review and Meta-Analysis

The aims of this paper are to examine the breadth of scholarship that emerged from a large-scale university-wide course transformation program between 2011 and 2021, to investigate how the course transformation program influenced students’ perceptions of their learning environment and learning achie...

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Bibliographic Details
Published in:Innovative higher education 2022-04, Vol.47 (2), p.223-252
Main Authors: Cho, Hyun Jin, Wang, Cong, Bonem, Emily M., Levesque-Bristol, Chantal
Format: Article
Language:English
Subjects:
Academic Achievement
College students
Courses
Education
Educational Change
Educational Environment
Higher Education
Learning environment
Meta Analysis
Motivation
Personal Autonomy
Program Design
Psychological Needs
Student attitudes
Student Experience
Student Motivation
Students
Undergraduate Students
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Summary:The aims of this paper are to examine the breadth of scholarship that emerged from a large-scale university-wide course transformation program between 2011 and 2021, to investigate how the course transformation program influenced students’ perceptions of their learning environment and learning achievement, and to discuss future directions for improving autonomy-supportive learning in higher education. We gathered all quantitative and qualitative publications related to the IMPACT course transformation program, and 35 articles were included in the study. Since the scope of the study topics in the course transformation program varied and program implementation was applied to various study contexts and disciplines, the findings were first summarized in a narrative manner. Additionally, a meta-analysis was conducted to examine the effectiveness of the course transformation based on 10 journal articles that adopted quasi-experimental designs. The findings revealed that the courses redesigned through the program supported students’ positive learning experiences, including motivation, satisfaction regarding basic psychological needs, knowledge transferability, and academic performance. This paper discusses implications and future directions to enhance undergraduate students’ academic success through course redesign. Further exploration is needed to determine the additional effect of course redesign in higher education.
ISSN:0742-5627
1573-1758
DOI:10.1007/s10755-021-09571-9