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Frey_EasternPsychologicalAssociation

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This presentation is from the Eastern Psychological Association on March 6, 2009. Title of the presentation: Quality in Online Courses.

This presentation is from the Eastern Psychological Association on March 6, 2009. Title of the presentation: Quality in Online Courses.

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  • Quality Matters Peer Reviewer Training © MarylandOnline, Inc. How many people teach online? Did you design and develop your course? Alone or with a team? “ No significant difference” literature has put an end to the discussion – are online courses as good as face-to-face courses?

Transcript

  • 1. Quality in Online Courses Barbara A. Frey, D.Ed. Eastern Psychological Association March 6, 2009 Quality Matters : Inter-Institutional Quality Assurance in Online Learning
  • 2. Agenda
    • About Quality Matters
    • Quality Matters Rubric
    • Examples of Course Revisions
    • Other Assessment Tools
    • Questions and Answers
  • 3. About Quality Matters
  • 4. Peer Course Review Feedback Course Instructional Designers Institutions Faculty Course Developers National Standards & Research Literature Rubric Faculty Reviewers Training Quality Matters: Peer Course Review Process Course Meets Quality Expectations Course Revision
  • 5. Factors Affecting Course Quality
    • Course design QM REVIEWS THIS
    • Course delivery (i.e. teaching, faculty performance)
    • Course content
    • Course management system
    • Institutional infrastructure
    • Faculty training and readiness
    • Student engagement and readiness
  • 6. What QM is NOT About….
    • Not about an individual instructor
    • (it’s about the course )
    • Not about faculty evaluation
    • (it’s about course quality )
    • Not about judgment (it’s about diagnosis and improvement)
    • Not about “win/lose” or “pass/fail”
    • (it’s about continuous improvement in a supportive environment)
  • 7. The Rubric
  • 8. The Rubric: Eight General Standards
      • Course Overview and Introduction
      • Learning Objectives
      • Assessment and Measurement
      • Resources and Materials
      • Learner Interaction
      • Course Technology
      • Learner Support
      • Accessibility
  • 9. Examples
  • 10. Introduction
    • Dr. Barbara Frey from Penn State World Campus 5-minute welcome video
      • http://www.youtube.com/results?search_query=BF_coursewelcome&search_pe=&aq=f
    •  
    • Dr. Robert Schramm from the University of Wisconsin Whitewater has kindly agreed to share his introduction video for Business & Professional Communication. http://onlinemba.uww.edu/media/itbe740schramm/
  • 11. Course Objective
    • Before
    • Students will understand cognitive, behavioral, and humanistic theories of learning.
    • After
    • Students be able to compare and contrast the factors that cognitive, behavioral, and humanistic theorists believe influence the learning process.
  • 12. Grading Policy
    • Participation = 25% of final grade
    • Quizzes = 25% of final grade
    • Exams = 50% of final grade
    • _________________________________________________________________________________________
    • Participation = 100 points*
    • 4 Quizzes = 10 points x 4 = 40 points*
    • 3 Exams = 100 points x 3 = 300 points*
    • _________________________________________________________________________________________
    • * All points are not equal.
  • 13. Other Assessment Tools
    • Blackboard Greenhouse Award
    • Penn State eLearning Standards
    • CSU Chico Rubric for Online Instruction
  • 14. Conclusion
    • Course design process same as face-to-face
    • Course design is continuous quality improvement process
    • QM rubric based on national standards of best practice
    • For more information visit qualitymatters.org
  • 15. Questions? Barbara A. Frey bafrey@pitt.edu