Author Information
Gita Alaghband, University of Colorado Denver, United StatesHamid Fardi, University of Colorado Denver, United States
Abstract
Assessing and ensuring meaningful student learning in online and hybrid courses has become increasingly complex with the proliferation of digital resources and generative AI tools. Traditional approaches to grading homework or monitoring resource use often shift attention away from deeper learning and toward grade anxiety or superficial compliance. This paper proposes a structured course design strategy that redirects students’ focus to key learning outcomes while actively engaging them in the process of knowledge construction. The strategy integrates multiple components—ungraded but required homework, team-based solution presentations, guided peer reviews, unit assessments, research projects, and an in-person final test—each carefully aligned to emphasize conceptual understanding over rote completion. Homework assignments are structured to stimulate problem-solving and critical thinking without the pressure of grades, while rotating team presentations and peer evaluations foster accountability, collaboration, and deeper engagement with core concepts. Unit assessments provide formative checks on comprehension, and team-based research projects extend learning beyond the classroom through exploration of key papers and structured peer discussions. The culminating in-person exam ensures individual accountability and synthesis of learning across the course. By emphasizing reflection, peer feedback, and active participation, the proposed design strategy encourages students to prioritize comprehension of fundamental concepts rather than reliance on external tools. The framework demonstrates how online and hybrid courses can be structured to balance flexibility with rigor, ultimately creating a more meaningful, outcome-focused learning experience.
Paper Information
Conference: IICAH2026Stream: Humanities - Teaching and Learning
This paper is part of the IICAH2026 Conference Proceedings (View)
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To cite this article:
Alaghband G., & Fardi H. (2026) Designing Online and Hybrid Course Strategies to Engage Students Through Learning Outcome–Focused Activities ISSN: 2432-4604 – The IAFOR International Conference on Arts & Humanities – Hawaii 2026 Official Conference Proceedings (pp. 247-250) https://doi.org/10.22492/issn.2432-4604.2026.21
To link to this article: https://doi.org/10.22492/issn.2432-4604.2026.21
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