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Quality Teaching in Online Courses

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Guidelines for promoting quality instruction in online courses.

Guidelines for promoting quality instruction in online courses.

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  • Transcript

    • 1. Identify Quality Teaching in Online Courses Dr. Judy Baker January 27, 2006
    • 2. Quality Teaching Online
      • High quality teaching in online courses
      • Vision for quality benchmarks and practice
      • Examples of high quality
      • Identify quality using rubrics and checklists 
    • 3. Quality Teaching Online
      • What does high quality teaching in online courses mean to you?
    • 4. Seven Principles of Good Practice
      • Encourage Contact Between Student and Faculty
        • Instructors should provide clear guidelines for interaction with students.
      • Develop Reciprocity and Cooperation Among Students
        • Well-designed discussion assignments facilitate meaningful cooperation among students.
      • Use Active Learning Techniques
        • Students should present course projects.
      • Give Prompt Feedback
        • Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
      • Emphasize Time on Task
        • Online courses need deadlines.
      • Communicate High Expectations
        • Challenging tasks, sample cases, and praise for quality work communicate high expectations.
      • Respect Diverse Talents and Ways of Learning
        • Allowing students to choose project topics incorporates diverse views into online courses.
    • 5. Visions for Quality Teaching Online
      • Benchmarks, Standards, Criteria
        • Online vs. On-ground
        • National, regional, and state
        • College District
        • Campus
        • Discipline
    • 6. Visions for Quality Teaching Online
      • What is your vision for quality teaching online at your college district?
        • How to identify?
        • How to promote?
    • 7. DLO Online Course Observation
      • Course observation and review process
      • Checklist
    • 8. Quality Matters: Demo Rubric
      • Inter-Institutional Quality Assurance in Online Learning
      • Critical course components
        • Course Objectives
        • Learner Interactions and Activities
        • Resources, Materials, and Technology
        • Assessment and Measurement
    • 9. Example of Online Course Review
      • Religions of the World
    • 10. Rubrics and Checklists 
      • Quality Matters Peer Course Review
      • CourseCheck Resource Bank
      • EduTool Online Course Review Project
      • Park University Online Instructor Evaluation System
      • Rubric for Assessing Interactive Qualities of Distance Learning Courses
      • Checklist for Online Interactive Learning
    • 11. Resource Bank
      • Created to provide foundational information and examples of how to incorporate each
      • Principle of Good Practice into teaching practice
    • 12. Course Review Criteria
      • Do the courseware deliverables include these features?
        • Courseware orientation for students
        • Clear instructions
        • Ease of navigation within courseware
        • Ease of finding information within courseware
        • Ease of uploading/downloading files and documents
        • Ease in accessing the materials within the courseware     o Fonts     o Colors     o Graphics     o Sounds
        • Student support features - help menus, FAQ's, etc.
      • Appropriate level of interaction by the faculty member
      • Evaluation of Course Syllabus:
        • Does the instruction include these features?
        • Learner involvement in instructional activities
        • Learner interaction with other learners
        • Links to outside resources
        • Adaptation to different learning styles
        • Adaptation to learner skills and prior knowledge
        • Requirements for high order learning and processing.
    • 13. Research on Quality Online Instruction
      • Survey Instruments These resources include numerous surveys, questionnaires, and research instruments utilized in the course of ALT research and assessments.
    • 14. Faculty Self-assessment
      • Learning With Technology Profile Tool Compares current instructional practices with a set of indicators for engaged learning and high-performance technology
      • Use self-assessments as a tools to help faculty think through the kinds of activities they use to help students learn
    • 15.  
    • 16. Resources
      • Available upon request from the
      • Foothill Global Access Office