Document Type

Article

Language

eng

Publication Date

6-27-2020

Publisher

Routledge, Taylor & Francis

Source Publication

College Teaching

Source ISSN

8756-7555

Abstract

This study explores how different online syllabus formats affect students’ engagement and their course-taking intentions. Using a 2 (format: online learning management system vs. instructor’s website) X 2 (information amount: more vs. less) between-subjects design, an experimental study was conducted with undergraduate students at a large university in the United States Midwest to examine the effects of online syllabus format. This study found that students who read the instructor’s website syllabus were more likely to engage with and take the course than students who received the syllabus through an online learning management system. Theoretical and practical implications are discussed.

Comments

Accepted version. College Teaching, Vol. 68, No. 4 (2020): 176-186. DOI. © 2020 Routledge, Taylor & Francis. Used with permission.

Available for download on Tuesday, January 04, 2022

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