Intentional Course Design & Enhanced Learning
This poster displays my study (in-progress) examining the impact of tiered due dates and adaptive assignments on student learning. I compare student performance on a final summative assessment covering essential content between two distinct student groups within the same course, Introduction to Financial Accounting. Groups consist of students enrolled during fall 2017 and spring 2018. After modifying the course design for spring 2018, I expect staggered assignment due dates and required adaptive assignments to improve student learning. These variables are not discipline specific; thus, the strategy can be implemented in designing virtually any course to enhance student learning.
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