"Based on students' responses, I made improvements such as providing rich, question specific feedback for multiple choice assessments and removing barriers that caused frustration during homework completion, among others."
Leslie Hendrix, Clinical Professor of Management Science in the Darla Moore School of Business, participated in the Online Course Quality Review Initiative in Spring 2026. Through the review process, she responded to student feedback while implementing best practices for online course design to enhance the learning experience. As a result, students indicated increased satisfaction with the course overall.
The Provost established the Online Course Quality Review Initiative to support faculty in reviewing and improving their courses for student success. As part of the process, faculty have access to Center for Teaching Excellence resources, including instructional design consultations and the Quality Standards for Online Courses (QSOC).
Hendrix used this opportunity to collect student feedback about her course, Applied Statistics for Business (MGSC 291). The course already incorporates a variety of instructional strategies, including the reading and annotation platform Perusall, practical application assignments, and multiple-choice quizzes that encourage students to reflect on and apply course concepts. However, she wanted to better understand students' experiences with the course materials and activities.
During the quality review process, Hendrix gathered feedback on the course's navigation and homework assignments. Based on students' responses, she made several improvements, "such as providing rich, question specific feedback for multiple choice assessments and removing barriers that caused frustration during homework completion, among others."
When describing her focus while redesigning the course, she said she was "getting out of students' way."
"By that, I mean reducing the friction students' experience when they get stuck. In an online course, students often carve out dedicated time to watch videos and complete assignments. When they hit a barrier, like code not running or confusion about feedback, even short delays in getting help can disrupt that momentum. It's frustrating and makes it much harder to return to the work later, even if responses are relatively quick."
In an online course, students often carve out dedicated time to watch videos and complete assignments. When they hit a barrier, like code not running or confusion about feedback, even short delays in getting help can disrupt that momentum. It's frustrating and makes it much harder to return to the work later, even if responses are relatively quick.
Her changes were reflected in subsequent student feedback, including end of semester course evaluations, where students reported greater satisfaction with the course overall.
Hendrix also described working with a CTE Instructional Designer as "invaluable" throughout the quality review process.
"I was initially hesitant because I thought the process would be overwhelming. In reality, the Instructional Designer's support made it very manageable."
Hendrix continues to apply what she learned through the Online Course Quality Review Initiative as she refines her courses. To date, 95 faculty have completed the review process, with additional instructors currently participating in the initiative.