The Syllabus Reconstructed

An Analysis of Traditional and Visual Syllabi for Information Retention and Inclusiveness

Datos Bibliográficos

ID11064322
AutoresJerrod H Yarosh (0000-0003-1252-2108, University of South Carolina, Lancaster, SC, USA, autor de correspondencia)
Año2021
Volumen49
Número2
Páginas173-183
Fecha de publicación2021-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTeaching Sociology (JOURNAL)
Identificadores de la revistaISSN: 0092-055X • E-ISSN: 1939-862X
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0092055x21996784
OpenAlexW3138636238
IdiomaEN
Citas recibidas4
Referencias citadas41

The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format matters. The data suggest the visual syllabus class retained more information given that students exposed to the visual approach scored significantly higher on a quiz than the traditional syllabus class. The current research presents an overview of why visuals may help in information retention with emphasis on the importance of inclusive course material and nontraditional students; an explanation of the data, methods, and analytic procedure followed by the findings; as well as a critical evaluation of and points to consider when creating a visual syllabus

Class (philosophy · Mathematics education · Pedagogy · Sociology · Syllabus · Artificial Intelligence · Computer Science · Evaluation of Teaching Practices · Innovations in Educational Methods · Online and Blended Learning · Psychology

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