Assessing student learning and improving instructional methods for a Kinesiology capstone course

Abstract

Introduction. Many college instructors use a teacher-focused rather than student-focused method of teaching their courses. This may result in a surface approach to learning by students. This study examines student feedback of a college course with the intention of understanding how a more student-focused approach may result in a deeper approach to learning by students. Methods. Investigators used surveys and concept mapping in order to gain a better understanding of how students in the course retained and understood course material as well as how they perceived their ability to apply that material. Results. Survey and concept maps indicate a portion of students enrolled in the course were unsure of their ability to understand and apply some of the concepts required to pass the course. Additionally, many were unable to make logical connections between some key concepts covered in the course. Finally, we learned how students perceived the course and how we may need to transition from a more teacher-focused to a more student-focused approach to teaching. Discussion. Based on these results a course redesign born of SoTL literature and based on the concept of integrated course design may be in order.