Table 1 Data collected over three... | Emerald Publishing

Table 1

Data collected over three iterations

	Iteration 1	Iteration 2	Iteration 3
Total student enrolment	1,372	983	1,463
Student survey: Used to understand students' perceptions of course developments. Included free-text and Likert-scale questions asking level of agreement on statements (from strongly agree to strongly disagree). The survey was distributed to all students within the course	Y (n = 154, 11.2%)	N	N
Student focus group: Used to obtain a more in-depth understanding of students' experiences. Students were recruited via an email that was sent by the CLaS project officer to all students within the course. No students were excluded from participation	N	Y (n = 6)	Y (n = 5)
Coordinator interview: A semi-structured interview at the end of each iteration to understand the coordinators' perspectives on course developments and the co-design process. In the context of the institution associated with the study, a coordinator is someone who leads the teaching team and oversees a subject as a whole (that is, a single course or unit of study). In iteration 3, both coordinators were interviewed together	Y	Y	Y
Staff focus group: Added in the final iteration to elicit the teaching team perspectives on course developments. Staff focus groups included tutors who were part of the teaching team. The teaching staff were recruited via an email sent by the CLaS project officer. No staff were excluded from participation	N	N	Y (n = 2)
Learning analytics: Student usage data of learning technologies to understand how students engaged with online activities in the course	Y	Y	Y
Standard course evaluations: The University's standard Unit of Study Survey, which includes qualitative and quantitative questions, provided an overarching picture of student perceptions across all semesters	Y	Y	Y

	Iteration 1	Iteration 2	Iteration 3
Total student enrolment	1,372	983	1,463
Student survey: Used to understand students' perceptions of course developments. Included free-text and Likert-scale questions asking level of agreement on statements (from strongly agree to strongly disagree). The survey was distributed to all students within the course	Y (n = 154, 11.2%)	N	N
Student focus group: Used to obtain a more in-depth understanding of students' experiences. Students were recruited via an email that was sent by the CLaS project officer to all students within the course. No students were excluded from participation	N	Y (n = 6)	Y (n = 5)
Coordinator interview: A semi-structured interview at the end of each iteration to understand the coordinators' perspectives on course developments and the co-design process. In the context of the institution associated with the study, a coordinator is someone who leads the teaching team and oversees a subject as a whole (that is, a single course or unit of study). In iteration 3, both coordinators were interviewed together	Y	Y	Y
Staff focus group: Added in the final iteration to elicit the teaching team perspectives on course developments. Staff focus groups included tutors who were part of the teaching team. The teaching staff were recruited via an email sent by the CLaS project officer. No staff were excluded from participation	N	N	Y (n = 2)
Learning analytics: Student usage data of learning technologies to understand how students engaged with online activities in the course	Y	Y	Y
Standard course evaluations: The University's standard Unit of Study Survey, which includes qualitative and quantitative questions, provided an overarching picture of student perceptions across all semesters	Y	Y	Y

Source(s): Table created by authors