Exploring Student Perceptions of Rigor Online: Toward a Definition of Rigorous Learning (original) (raw)

Journal on excellence in college teaching, 2013

Abstract

Technological advances in the last decade have impacted delivery methods of university courses. More and more courses are offered in a variety of formats. While academic rigor is a term often used, its definition is less clear. This mixed methods study explored graduate student conceptions of rigor in the online learning environment embedded within blended classes. An initial survey revealed low correlation between student perceptions of rigor and learning, but high correlation between perceptions of learning, course organization and clarity of expectations. Follow-up focus group interviews clarified graduate student conceptions: Rigorous learning should challenge and build upon existing knowledge, focus on practical application and the interaction of theory, concept and practice; it must be ‘value-added’ and personally and professionally relevant to students. The responsibility for rigor requires a critical partnership between teachers and learners.

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