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The research on pre-built courses is actually pretty fascinating. It’s not as simple as good or bad – there’s a lot of grey area in between. On the plus side, pre-built courses ensure that every student gets a consistent learning experience, no matter who’s teaching.
However, there are also some real challenges to acknowledge, such as instructors feeling disconnected from the material. When instructors or educators don’t resonate with the material, it can impact the teaching-learning interactions and even affect student engagement and motivation.
That’s why those small elements of personalisation we discussed earlier can drastically enhance the positives, such as student engagement, motivation, and even the instructor’s sense of empowerment over the course content. A research study by Santanelli et al. from 2023 shows that allowing faculty to personalise aspects of the course—like adding their own examples or tweaking activities, even in very small ways—can help bridge these gaps.
It’s really about finding that sweet spot where you’re working within an already standardised course framework but still bringing your unique voice to it. This research confirms what many of us have experienced: students are more engaged when they see that you’re invested in what they’re learning. They feel more connected to the material not only when you’re invested, but also when they can see a broader picture of how it applies to other elements of their lives.
With that in mind, let’s move on to some key concepts and principles that will help you make pre-built courses more engaging for both you and your learners.
The research on pre-built courses reveals a complex—and sometimes contradictory–picture of their impact on higher education, with both significant benefits and potential drawbacks.
Positive Aspects of Pre-Built Courses
- Consistent learning outcomes across different course sections and institutions (Santelli et al., 2023)
- Allow instructors to focus more on teaching and less on course preparation (Bart, 2010)
- Enable institutions to serve more students without expensive and time-consuming individualised course development (Bart, 2010)
- Provide opportunities for collaborative course design, incorporating diverse perspectives and expertise (Santelli et al., 2023)
Challenges and Concerns with Pre-Built Courses
- Can limit student flexibility and promote rote memorisation over deeper learning (Zhao et al., 2023)
- May lead to a lack of ownership and engagement among instructors (Bart, 2010)
- Potential loss of interest for instructors after repeating the same content semester after semester (Bart, 2010)
- Concerns about the gradual erosion of faculty autonomy (Wilson, 2006)
- Risk of oversimplifying education to “quickly deliver the students information, get money” (Wilson, 2006)
Despite these challenges, research suggests that faculty can be empowered within pre-built course structures. Santelli, Stewart, and Mandernach (2023) provide four key strategies for effective teaching within a standardised curriculum:
- Collaborative Approach: Involve both full-time and adjunct faculty in course design.
- Intentional Technology Integration: Focus on tools that enhance learning without overwhelming.
- Opportunities for Instructor Individualisation: Promote engagement and trust within the standardised framework.
- Ongoing Professional Development: Help faculty teach effectively in standardised courses, offering opportunities for innovation and personalisation.
These strategies underscore that empowered faculty are essential to creating engaging and effective learning experiences, even within pre-built courses. The challenge for institutions lies in finding a balance between consistency and flexibility, ensuring that standardised curricula maintain high-quality education while allowing for the “art of teaching” (Wilson, 2006).
References:
Bart, M. (2010, July 12). Teaching Standardized Courses: Advantages and Disadvantages. Faculty Focus.
Santelli, B., Stewart, K., & Mandernach, J. (2023). Four Strategies to Foster Effective Online Teaching within a Standardized Curriculum: Effective eLearning (Special Series). eLearn, 2023(8).
Wilson, S. (2006, September 11). The Standardization of College Teaching. Inside Higher Ed.
Zhao, Y., Li, T., & Liu, W. (2023). The Benefits and Drawbacks of Standardized Curriculum in Education. Research and Advances in Education, 2(10), 41-47.
Discussions
Are there any advantages or disadvantages that are not included here that are important to consider?
Please share your thoughts and questions in the comments section below.