Identify Quality Teaching in Online Courses Dr. Judy Baker January 27, 2006

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

High quality teaching in online courses

Vision for quality benchmarks and practice

Examples of high quality

Identify quality using rubrics and checklists

Quality Teaching Online What does high quality teaching in online courses mean to you?

What does high quality teaching in online courses mean to you?

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.

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.

Visions for Quality Teaching Online Benchmarks, Standards, Criteria Online vs. On-ground National, regional, and state College District Campus Discipline

Benchmarks, Standards, Criteria

Online vs. On-ground

National, regional, and state

College District

Campus

Discipline

Visions for Quality Teaching Online What is your vision for quality teaching online at your college district? How to identify? How to promote?

What is your vision for quality teaching online at your college district?

How to identify?

How to promote?

DLO Online Course Observation Course observation and review process Checklist

Course observation and review process

Checklist

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

Inter-Institutional Quality Assurance in Online Learning

Critical course components

Course Objectives

Learner Interactions and Activities

Resources, Materials, and Technology

Assessment and Measurement

Example of Online Course Review Religions of the World

Religions of the World

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

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

Resource Bank Created to provide foundational information and examples of how to incorporate each Principle of Good Practice into teaching practice

Created to provide foundational information and examples of how to incorporate each

Principle of Good Practice into teaching practice

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.

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.

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.

Survey Instruments These resources include numerous surveys, questionnaires, and research instruments utilized in the course of ALT research and assessments.

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

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

Resources Available upon request from the Foothill Global Access Office

Available upon request from the

Foothill Global Access Office