Implementing the Learner Journey Framework in a Foundational Writing Course: A Case Study in Scaffolded Design, AI Support, and Faculty Delivery

Abstract

High withdrawal and failure rates in foundational courses are well-documented and closely linked to long-term persistence and degree completion outcomes. This case study aims to assess whether the Learner Journey Framework, a comprehensive, theory-aligned approach to instructional design, can enhance persistence and success in a high-stakes, foundational course (Reading and Writing Strategies) at an associate’s, bachelor’s, and graduate degree-granting institution based in the Upper Midwest, which offers campus-based and online degree programs which was associated with high withdrawal and failure rates due to its focus on lower-level cognitive tasks, with most objectives falling at Level 2 (Understanding) on Bloom's Taxonomy and minimal engagement at Level 3 (Applying). The accelerated six-week redesign timeline was guided by the conceptual foundation of the Learner Journey Framework, which integrates scaffolded learning, cognitive development, and backward design using Bloom's Taxonomy to ensure that students progressed from basics (understanding) to deeper thinking (evaluating and synthesizing information). AI tools assisted in both curriculum design and supporting students in brainstorming and outlining their process papers. The custom tool was configured to prevent direct answers and instead guide students through reflective questioning. Several challenges emerged during the early stages of instructional redesign, including concerns about the appropriateness of these elevated expectations for students at this level and the instructional design team's preference for primarily text-based delivery, which did not align with the intended multimodal design. These issues were addressed through clear pedagogical scaffolding where the learner's journey progressed incrementally through cognitive stages, building readiness and confidence and the involvement of a media contractor to produce video-based learning support for each module. The course was finalized and launched in the learning management system seven weeks after the redesign efforts began. The implementation of the revised curriculum by engaged faculty demonstrated an improved paper submission rate, rising from 63.3% over the four terms prior to full implementation to 77.8% during the implementation term, while the failure rate decreased from 34% to 21.4%. Additionally, students engaged more frequently in higher-order tasks, including APA formatting, integrating sources, and critical evaluation. Together, these shifts reflect how various interdependent factors, such as faculty, design, and support, must align to ensure a sustained student journey, allowing them to stay in the course longer, complete more tasks, and engage with more challenging tasks without falling off.

Keywords: Learning, student, AI, scaffold, pedagogy, technology, curriculum

DOI: 10.7176/JEP/16-7-04

Publication date: July 30^th 2025