Nurturing Insight to Assessing Online Teaching
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Nurturing Insight to Assessing Online Teaching

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WCET 2008 Conference presentation

WCET 2008 Conference presentation

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  • Discuss when online program started – 1999 – two programs When I was hired 2001 When the Koehler Center was full-time Only form of assessment was SPOT Began finding solutions for more assessment beyond student assessment.
  • Discuss first assessment tool – too long, too much work
  • eCollege component – provides various reporting features – this example shows two courses that fall below MLA standards of 87% retention. These would be pulled and
  • How these tools help with faculty development

Nurturing Insight to Assessing Online Teaching Nurturing Insight to Assessing Online Teaching Presentation Transcript

  • Nurturing Insight to Assessing Online Teaching Romana Hughes Texas Christian University
  • History
    • Online Graduate Programs 1999
    • eLearning 2001
    • Koehler Center for Teaching Excellence 2002
    • Standards and Procedures Document (2003)
  • Standards and Procedures for Online Courses at TCU
    • Written fall 2002
    • Approved by Provost Council April 2003
      • Requires an online student evaluation
        • Launched spring semester 2004
      • Requires assessment of instructional design
        • First attempt launched spring semester 2005
        • Not adopted by Nursing faculty – too much work
      • Requires online faculty to attend training
      • Requires departmental review of all assessment to make recommendations for continued quality and improvement
  • Faculty Requirements for online assessment of courses
    • Must be a simple format
    • Must be one page
    • Must be online
    • Must have a report tool
    • Must be easy to learn and available for peer review
  • Online Self Assessment Tool – OSAT Created by Clarkson College
    • Systematically review courses and determine what areas of instructional design could be improved
    • Develop clearer perspective on course design
    • To easily identify areas of strength and weaknesses for future development
    • Four level rubric
    • Copy of TCU OSAT is found at back of handout.
  • Pilot Spring 07
    • Used Clarkson’s OSAT to assess the spring 2006 MLA online courses
    • Modified the layout to fit the needs of TCU policies and procedures
    • Faculty approved tool April 2007
  • Where is OSAT now?
    • August 2007 completely online in TCU Portal
    • Available for peer review and personal review of online courses
    • Reporting tool created September 2007
    • October 2007 Incorporated Program Intelligence Manager (eCollege tool)– PIM - results with OSAT results
  • Course Home/Syllabus Section OSAT online
  • Content Levels Section OSAT Online
  • Presentation Levels Section OSAT Online
  • Current Report Options
    • By College
    • By Date
    • By Term
  • Example of One Report Flags to watch - Score below 2.0
  • Program Intelligence Manager PIM
    • PIM enables data-driven decision-making to
    • Assist in more successful student outcomes and better institutional performance
    • Allows schools to determine what factors contribute to the success (or lack of success) of their online courses
    • To improve and maintain quality course offerings online
  • Program Intelligence Manager – PIM Report Example Flags to watch – retention below 87% Set by department 100.00% 100.00% 100.00% NURS70030 Fall 2006 eCourse 100.00% 100.00% 100.00% NURS60713 Fall 2006 eCourse 100.00% 100.00% 100.00% NURS60482 Fall 2006 eCourse 100.00% 100.00% 100.00% NURS60413 Fall 2006 eCourse 90.91% 100.00% 90.91% NURS60043 Fall 2006 eCourse 94.12% 88.89% 100.00% NURS60003 Fall 2006 eCourse 62.50% 50.00% 100.00% NURS4303 Fall 2006 eCourse 88.46% 89.29% 96.15% NURS40632 Fall 2006 eCourse 83.33% 80.95% 100.00% NURS30543 Fall 2006 eCourse 87.50% 87.50% 87.50% MALA70973 Fall 2006 eCourse 70.00% 88.89% 80.00% MALA61293 Fall 2006 eCourse 62.50% 100.00% 62.50% MALA61203 Fall 2006 eCourse 93.33% 100.00% 93.33% MALA61173 Fall 2006 eCourse Course Start to Course End Completion Rate Census to Course End Completion Rate Course Start to Census Completion Rate Dev101 Fall 2006 eCourse Course Completion Rates: Course Completion Rate Analysis - eCourse Terms
  • Faculty Development
    • OSAT Score should be 2.0 or greater
    • PIM retention target is 87%
    • Deans and/or Department Chairs review reports with Koehler staff
    • Faculty Development plans are created with Dean and/or Department Chair and faculty for scores that are lower than set standard
    • Faculty sign up for workshops based on FD plan or request one-to-one training
  • Contacts Romana Hughes [email_address] www.cte.tcu.edu 817-257-6631