Quality Teaching in Online Courses


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Guidelines for promoting quality instruction in online courses.

Published in: Education, Technology
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  • Quality Teaching in Online Courses

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