Exploring the Effects of Different Online Syllabus Formats on Student Engagement and Course-Taking Intentions

This study explores how different online syllabus formats affect students' engagement and their course-taking intentions. Using a 2 (format: online learning management system vs. instructor's website) X 2 (information amount: more vs. less) between-subjects design, an experimental study wa...

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Bibliographic Details
Published inCollege teaching Vol. 68; no. 4; pp. 176 - 186
Main Authors Kim, Young, Ekachai, Daradirek "Gee"
Format Journal Article
LanguageEnglish
Published Washington Routledge 01.10.2020
Taylor & Francis Inc
Subjects
Between-subjects design
College students
Course Descriptions
Course Selection (Students)
Course syllabus
course-taking intentions
Delivery Systems
Distance learning
Electronic Learning
Integrated Learning Systems
Learner Engagement
Learning management systems
Management Systems
online syllabus
student engagement
Students
Undergraduate Students
Web Sites
Websites
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Summary:This study explores how different online syllabus formats affect students' engagement and their course-taking intentions. Using a 2 (format: online learning management system vs. instructor's website) X 2 (information amount: more vs. less) between-subjects design, an experimental study was conducted with undergraduate students at a large university in the United States Midwest to examine the effects of online syllabus format. This study found that students who read the instructor's website syllabus were more likely to engage with and take the course than students who received the syllabus through an online learning management system. Theoretical and practical implications are discussed.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:8756-7555
1930-8299
DOI:10.1080/87567555.2020.1785381