Improving the design of an online course with virtual focus group feedback

Abstract

Virtual focus groups played a significant role in guiding the design and development of an innovative professional development program for postdoctoral scholars, called The Postdoc Academy. The primary goal of obtaining feedback from postdocs was to ensure the program content is relevant, approachable, and inclusive for participants of all backgrounds, career stages, professional aspirations, and disciplines. The data collected in 13 focus groups shaped the final content and structure for the Massive Open Online Course (MOOC), ‘The Postdoc Academy: Succeeding as a Postdoc’. Evaluation of participant experience in a post-focus group survey suggests that engaging a target audience is an effective approach to obtain participant feedback and engage learners in the material. Content and activities modified by this feedback were highly rated by course participants in self-reported post-module evaluations. This article describes a method on how structured virtual focus groups of diverse future course participants can provide valuable feedback on developing the content and structure of professional development programming.