Assessing Quality in Online Courses


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  • Assessing Quality in Online Courses

    1. 1. Guidelines Workshop
    2. 2. Purpose of Guidelines <ul><li>Institutions </li></ul><ul><ul><li>developing online courses of quality. </li></ul></ul><ul><ul><li>Assure articulation agreements can be used without additional scrutiny. </li></ul></ul><ul><li>Faculty </li></ul><ul><ul><li>issues they need to address when developing online courses. </li></ul></ul><ul><ul><li>Used as a self-assessment tool. </li></ul></ul><ul><li>Students </li></ul><ul><ul><li>Assure we are providing them with exceptional learning experiences. </li></ul></ul><ul><li>All </li></ul><ul><ul><li>Used as a guide to review online courses after they are developed. </li></ul></ul>
    3. 3. Task Force Recommendations <ul><li>Guidelines (not standards) </li></ul><ul><li>Process for quality control </li></ul><ul><ul><li>MCCVLC Guidelines or </li></ul></ul><ul><ul><li>Plan of action that “may more appropriately assist them in assessing quality in the courses they offer through the MCCVLC.” </li></ul></ul>
    4. 4. Resources Used <ul><li>The American Council on Education (ACE). Guiding Principles </li></ul><ul><li>American Federation of Teachers (AFT). Good Practice </li></ul><ul><li>Higher Learning Commission (NCA). Best Practices </li></ul><ul><li>American Association for Higher Education (AAHE). Seven Principles Implementing Seven Principles </li></ul><ul><li>The Michigan Virtual University (MVU). Standards for Quality Online Courses </li></ul>
    5. 5. Course Outcomes <ul><li>Are they clearly stated? </li></ul><ul><li>Are they observable, measurable and achievable? </li></ul><ul><li>Are they closely correlated with real world performance expectations? </li></ul>
    6. 6. Course Outcomes <ul><li>Clearly stated? </li></ul><ul><ul><li>Beginning – none are clear. </li></ul></ul><ul><ul><li>Developing – some are clear. </li></ul></ul><ul><ul><li>Accomplished – all clear, no action verbs. </li></ul></ul><ul><ul><li>Exemplary - all clear, action verbs, application level/above. </li></ul></ul>
    7. 7. Course Outcomes <ul><li>Observable, measurable and achievable? </li></ul><ul><ul><li>Beginning – none are observable or measurable. </li></ul></ul><ul><ul><li>Developing – some observable and measurable. </li></ul></ul><ul><ul><li>Accomplished – all observable all measurable by instructor. </li></ul></ul><ul><ul><li>Exemplary - all observable and measurable by instructor and learner. </li></ul></ul>
    8. 8. Course Outcomes <ul><li>Closely related to real-world performance expectations? </li></ul><ul><ul><li>Beginning – none related to real-world performance expectations, all related only to in-class performance . </li></ul></ul><ul><ul><li>Developing – some related to real-world performance expectations , others related only to in-class performance . </li></ul></ul><ul><ul><li>Accomplished – all related to real-world performance, but application could be extended past educational context. </li></ul></ul><ul><ul><li>Exemplary - all related to real-world performance and all extended past educational context. </li></ul></ul>
    9. 9. Example - Course Outcomes <ul><li>Assess the quality of an online course with the MCCVLC Online Course Guidelines and Rubric. </li></ul><ul><ul><li>clearly stated? </li></ul></ul><ul><ul><li>observable, measurable and achievable? </li></ul></ul><ul><ul><li>closely related to real-world performance expectations? </li></ul></ul>
    10. 10. Course Construction <ul><li>Course content, outcomes, practice and assessment are consistent . </li></ul><ul><li>Course materials are presented to accommodate multiple learning styles . </li></ul><ul><li>Presentation of content fosters active learning opportunities. </li></ul><ul><li>Course design includes the necessary components of successful instruction at the module/lesson level. </li></ul><ul><li>Course instructions and definitions are clear . </li></ul>
    11. 11. Course Interaction <ul><li>Are course interaction requirements clearly stated? </li></ul><ul><li>Are a variety of opportunities designed for interaction between instructor-student? </li></ul><ul><li>Are clear standards set for instructors' response to students? </li></ul><ul><li>Are learning activities developed to foster instructor-student, student-content and, where appropriate, student-student interaction? </li></ul>
    12. 12. Course Assessment <ul><li>Are assessment methods appropriate to the outcomes, activities and technologies? </li></ul><ul><li>Are assessments of student learning timely, appropriate and responsive to the needs of the individual learner? </li></ul><ul><li>Are assessments of student achievement conducted by comparing student performance to the intended learning outcomes? </li></ul><ul><li>Are policies and procedures designed to ensure the integrity of the student's work? </li></ul><ul><li>Are students' achievement of learning outcomes documented? </li></ul>
    13. 13. Course Technologies <ul><li>Are technologies employed in ways that are appropriate for the course outcomes? </li></ul><ul><li>Are student minimum technology requirements accurately and clearly stated? </li></ul>
    14. 14. Course Resources <ul><li>Are they accessible to the learners (all downloads are identified and made available to student)? </li></ul><ul><li>Are they in accordance with the Americans with Disabilities Act? </li></ul><ul><li>Are reading levels for instructional materials identified? </li></ul>
    15. 15. Course Maintenance <ul><li>Are courses evaluated regularly to determine if the learning design is effective - in terms of the student and instruction components? </li></ul><ul><li>Are plans in place for continual review and improvement of courses? </li></ul>
    16. 16. Course Development and Support <ul><li>Are faculty provided with appropriate training and technical support? </li></ul><ul><li>Are faculty able to access appropriate technical infrastructure? </li></ul><ul><li>Are qualified instructional designers given an appropriate role in course development? </li></ul>
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