Share Paper: The Effectiveness of the Cohort Block Pedagogical Design Model in Asynchronous Online Courses

  1. Bruce Doney, Mercer University, United States
  2. Karen McFerrin, Northwestern State University, United States
  3. Elaine Artman, Mercer University, United States
Wednesday, March 9 11:50 AM-12:10 PM Two Rivers

Abstract: Recent literature suggests that large asynchronous online courses have relatively higher rates of attrition and loss of student interest than do similar courses offered in smaller groups. This paper is a report on a work-in-progress mixed-methods study of three asynchronous online courses offered at the graduate level. The quantitative component of the study employs a quasi-experimental nonequivalent group design used to compare and analyze student perceptions via an instrument based upon the Community of Inquiry conceptual framework. The intervention is the Cohort Block Pedagogical Design (CBPD). The qualitative component of the study is a semi-structured interview of the three teacher ...