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Can Existing Quality Guidelines Inform Faculty Participation in Online Course Design?
 

Can Existing Quality Guidelines Inform Faculty Participation in Online Course Design?

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  • (Overview)

Can Existing Quality Guidelines Inform Faculty Participation in Online Course Design? Can Existing Quality Guidelines Inform Faculty Participation in Online Course Design? Presentation Transcript

  • Can Existing Quality Guidelines Inform Faculty Participation in Online Course Design? Melissa A. Venable, PhD - @Melissa_Venable Amy J. Hilbelink, PhD - @Ahilbelink The Sloan Consortium International Conference on Online Learning Orlando, FL – 2013 - #aln13
  • How can we know our courses are high-quality? Instructional Technologist Dean of Curriculum and Online Programs Director of Academic Strategies and Development What are the components of a high-quality course? Instructional Designer Online Course Developer Adjunct Online Instructor Curriculum/Project Manager
  • Importance of Quality • According to the Babson Survey Research Group's 2012 survey of more than 2800 academic leaders, "the proportion of [those] who say online learning is critical to their long-term strategy is at a new high of 69.1%." • As higher education institutions increase their online learning offerings, the process of creating an online course can be underestimated.
  • Familiar Scenarios? • Instructional design teams working with faculty member subject-matter-experts • Faculty development groups creating “training” for faculty members who are required to teach their courses online • Faculty members without institutional support who want/need to create online courses • Creating a standard course format for a range of disciplines, students, degree levels …
  • Familiar Restrictions & Challenges? • We need it now, or next week at the latest, last week would have been better. • We don’t have a budget for this. • Students are already enrolled!? • Resistance to online delivery. • Unfamiliar with instructional design process. • Standardized course design process and products. • Faculty members “on staff” vs. contracted “from the outside.”
  • How do YOU define and measure quality in online course design?
  • • “The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality.” – U.S. Dept. of Education • Observations from around the Web … quality metrics as: – “Common sense checklists” – Overemphasis on what can be easily documented and observed – A general starting point, a framework – Needing benchmark data – online and on-campus sections
  • How do others define and measure quality in online course design? Subjective or Objective Informal or Formal In-house standards, policies, reviews And …
  • How do others define and measure quality in online course design? Established criteria: Quality Matters Rubric Quality Scorecard Cal State – Chico’s Rubric for Online Instruction http://www.csuchico.edu/roi/ iNACOL Quality Standards (K-12) http://www.inacol.org/resources/publications/nat ional-quality-standards/
  • Two Large-Scale Approaches Quality Matters (QM) Rubric https://www.qualitymatters.org/rubric • 8 General Standards / 41 Specific Standards • Focus on COURSE-level decisions, evaluation • Concept of alignment • Teams of reviewers
  • Two Large-Scale Approaches Quality Scorecard (QS) http://sloanconsortium.org/quality_scorecard_o nline_program • 9 categories, 70 indicators • Focus on PROGRAM-level decisions, evaluation • Designed with online administrators in mind
  • Quality Matters (QM) Quality Scorecard (QS) Course Overview and Introduction Institutional Support Learning Objectives / Competencies Technology Support Assessment and Measurement Course Development and Instructional Design Instructional Materials Course Structure Learner Interaction and Engagement Teaching and Learning Course Technology Social and Student Engagement Learner Support Faculty Support Accessibility Student Support Evaluation and Assessment
  • Quality Matters (QM) Quality Scorecard (QS) Course Overview and Introduction Institutional Support Learning Objectives / Competencies Technology Support Assessment and Measurement Course Development and Instructional Design Instructional Materials Course Structure Learner Interaction and Engagement Teaching and Learning Course Technology Social and Student Engagement Learner Support Faculty Support Accessibility Student Support Evaluation and Assessment
  • Quality Matters (QM) Quality Scorecard (QS) Course Overview and Introduction Institutional Support Learning Objectives / Competencies Technology Support Assessment and Measurement Course Development and Instructional Design Instructional Materials Course Structure Learner Interaction and Engagement Teaching and Learning Course Technology Social and Student Engagement Learner Support Faculty Support Accessibility Student Support Evaluation and Assessment
  • Implementing Quality Measures in Online Course Design Are faculty involved in discussions and decisions about quality?
  • Quality and Faculty Support “The greatest concerns about e-learning are the adequacy of staff and the technological knowhow of faculty.” – EDUCAUSE: ECAR State of ELearning in Higher Education, June 2013 “Faculty Concerns in Adopting Online Teaching” include Professional Development, Workload, Recognition, Change, Support from Department. – Hwu and Talab, April 2013
  • Implementing Quality Measures in Online Course Design - Faculty Participation Knowledge areas: - Whole program curriculum: Provide access to other courses, sequence (QS) - Outline set of tasks, requirements, and deadlines for course project (QM) - Tech required to complete their part of the process (Word, Google Drive, Skype …) - Single point of contact for questions about process and quality standards What quality standards/framework used by school/program? Set expectations for use in design process.
  • Implementing Quality Measures in Online Course Design - Faculty Participation Strategies: • Present QM and QS as third-party experts in the process – Research-based instruments – Testimonials, mentorship from in-house faculty members, other schools using the standards • Invite to participate as part of a lean team with a project management approach • Encourage experimental atmosphere within chosen quality framework • Provide SME/Faculty Designer/Instructor training resources, incentives
  • How can we (will you) move forward? • Common concerns – Time, Buy-in, … • Need to stay flexible – keep context in mind • Who is leading your online quality? • Who should be involved in your online quality effort?
  • Thanks for contributing to the discussion! Keep it going … Contact us! Melissa A. Venable, PhD – OnlineColleges.net – melissa.a.venable@gmail.com – www.linkedin.com/in/melissavenable/ Amy J. Hilbelink, PhD – Ultimate Medical Academy – ahilbelink@gmail.com – www.linkedin.com/in/amyhilbelink/ … and enjoy the conference!
  • References • Changing course: Ten Years of Tracking Online Education in the United States http://sloanconsortium.org/publications/survey/changing_course_2012 • Quality Matters Higher Ed Program Rubric https://www.qualitymatters.org/rubric • A Quality Scorecard for the Administration of Online Education Programshttp://sloanconsortium.org/quality_scoreboard_online_program • Overview of Accreditation, U.S. Department of Education http://www2.ed.gov/admins/finaid/accred/accreditation.html • The State of E-Learning in Higher Education: An Eye toward Growth and Increased Access http://net.educause.edu/ir/library/pdf/ers1304/ERS1304.pdf • Concurrent Instructional Design: How to Produce Online Courses Using a Lean Team Approach http://itforum.coe.uga.edu/paper56/paper56.htm • Assessing Faculty Concerns in Adopting Online Teaching: Lessons Learned at the University of Alaska Fairbanks http://sloanconsortium.org/conference/2013/et4online/assessing-facultyconcerns-adopting-online-teaching-lessons-learned-univer
  • Image Credits – Flickr, CC:BY • Slide 2: clockwise from top left: JD Hancock, wetwebworks, KB35, Aoife • Slide 6: Raymond Bryson • Slide 15: dbrekke • Slide 19: Scott McLeod