The Effectiveness of the Cohort Block Pedagogical Design Model in Asynchronous Online Courses
Bruce Doney, Mercer University, United States ; Karen McFerrin, Northwestern State University, United States ; Elaine Artman, Mercer University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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 subjects in the study. The findings of this study may determine whether or not the CBPD is a viable online pedagogical design for addressing attrition and student interest issues with regard to asynchronous online courses.
Doney, B., McFerrin, K. & Artman, E. (2011). The Effectiveness of the Cohort Block Pedagogical Design Model in Asynchronous Online Courses. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 237-240). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).