Course Redesign Collaboration and Scaffolding


Designing courses that engage online learners to achieve the highest level of mastery of course learning outcomes is at the forefront of online course development at The University of Arizona Global Campus. In Spring 2021, full-time faculty in the Department of Education and Liberal Arts had the opportunity to redesign one of their core courses, ECD315: Curriculum Planning and Design for Early Learners. Throughout this paper, we will explore this process and highlight specific examples of how scaffolding and collaboration allowed for redeveloping a course that would increase student mastery of learning outcomes. Similarly, the co-construction of content by fulltime and adjunct instructors alike sought to deepen the partnership between these groups while increasing the self-efficacy and sense of connection to the university for the participating adjunct instructors.

Author Information
Jennifer Zaur, University of Arizona Global Campus, United States
Allison Rief, University of Arizona Global Campus, United States
Amy Johnson, University of Arizona Global Campus, United States

Paper Information
Conference: IICE2022
Stream: Curriculum Design & Development

This paper is part of the IICE2022 Conference Proceedings (View)
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To cite this article:
Zaur J., Rief A., & Johnson A. (2022) Course Redesign Collaboration and Scaffolding ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings
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Posted by James Alexander Gordon