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Student Achievement of Course Learning Goals in an Asynchronous Distance Learning Course Redesigned Using Fink's Taxonomy of Significant Learning

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Title: Student Achievement of Course Learning Goals in an Asynchronous Distance Learning Course Redesigned Using Fink's Taxonomy of Significant Learning
Language: English
Authors: Cynthia H. Canan, T’Bony M. Jewell, Diana Kang, Molly N. Downing
Source: Online Learning. 2024 28(4):360-383.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 24
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Course Objectives, Academic Achievement, Asynchronous Communication, Online Courses, Distance Education, Educational Strategies, Student Centered Learning, Undergraduate Students, General Education, Universities, College Faculty, Student Attitudes, Taxonomy
ISSN: 2472-5749
2472-5730
Abstract: Fink's Taxonomy of Significant Learning (FTSL) is an instructional strategy that provides an effective framework for (re)designing course learning experiences to achieve student-centered learning goals. Originally developed for in-person courses, little research exists around its application to effectively design distance learning (DL) courses. This study aims to evaluate if the online learning community can also utilize FTSL as a strategy for supporting online learners toward achieving significant learning goals. To address this aim, faculty applied FTSL during the redesign of an asynchronous DL general education course for undergraduates, which involved redesigning course learning objectives and goals, then realigning and revising the course assessments and learning activities. A deductive, manifest content analysis was conducted to measure achievement of course learning goals across all nine written course assessments (n = 40 student participants). Then, learning frequencies were quantified for each category of significant learning. Study findings indicate most student participants engaged in learning experiences related to five of the six categories within Fink's taxonomy several times throughout the semester, with higher frequencies of learning in categories for application, followed by the human dimension and foundational knowledge, then caring and integration. In conclusion, study findings support that applying FTSL during the course (re)design process also supports online learners toward achieving significant learning goals, with course assessments that include analysis, aesthetic learning, and self-reflection as useful exercises for achieving said goals. Future research can build on this study by evaluating if online learners who achieve significant learning goals also experience long-lasting change relevant to the learner's life (i.e., engage in a significant learning experience). [Note: The page range (378-401) shown on the PDF is incorrect. The correct page range is 360-383.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455446
Database: ERIC
FullText Links:
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  Data: Student Achievement of Course Learning Goals in an Asynchronous Distance Learning Course Redesigned Using Fink's Taxonomy of Significant Learning
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: Fink's Taxonomy of Significant Learning (FTSL) is an instructional strategy that provides an effective framework for (re)designing course learning experiences to achieve student-centered learning goals. Originally developed for in-person courses, little research exists around its application to effectively design distance learning (DL) courses. This study aims to evaluate if the online learning community can also utilize FTSL as a strategy for supporting online learners toward achieving significant learning goals. To address this aim, faculty applied FTSL during the redesign of an asynchronous DL general education course for undergraduates, which involved redesigning course learning objectives and goals, then realigning and revising the course assessments and learning activities. A deductive, manifest content analysis was conducted to measure achievement of course learning goals across all nine written course assessments (n = 40 student participants). Then, learning frequencies were quantified for each category of significant learning. Study findings indicate most student participants engaged in learning experiences related to five of the six categories within Fink's taxonomy several times throughout the semester, with higher frequencies of learning in categories for application, followed by the human dimension and foundational knowledge, then caring and integration. In conclusion, study findings support that applying FTSL during the course (re)design process also supports online learners toward achieving significant learning goals, with course assessments that include analysis, aesthetic learning, and self-reflection as useful exercises for achieving said goals. Future research can build on this study by evaluating if online learners who achieve significant learning goals also experience long-lasting change relevant to the learner's life (i.e., engage in a significant learning experience). [Note: The page range (378-401) shown on the PDF is incorrect. The correct page range is 360-383.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 360
    Subjects:
      – SubjectFull: Course Objectives
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Asynchronous Communication
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      – SubjectFull: Universities
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      – TitleFull: Student Achievement of Course Learning Goals in an Asynchronous Distance Learning Course Redesigned Using Fink's Taxonomy of Significant Learning
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