Assessing Quality in Online Courses

Slide 1: Guidelines Workshop

Slide 2: Purpose of Guidelines • Institutions – developing online courses of quality. – Assure articulation agreements can be used without additional scrutiny. • Faculty – issues they need to address when developing online courses. – Used as a self-assessment tool. • Students – Assure we are providing them with exceptional learning experiences. • All – Used as a guide to review online courses after they are

Slide 3: Task Force Recommendations • Guidelines (not standards) • Process for quality control – MCCVLC Guidelines or – Plan of action that “may more appropriately assist them in assessing quality in the courses they offer through the MCCVLC.”

Slide 4: Resources Used • The American Council on Education (ACE). Guiding Principles • American Federation of Teachers (AFT). Good Practice • Higher Learning Commission (NCA). Best Practices • American Association for Higher Education (AAHE). Seven Principles Implementing Seven Principles • The Michigan Virtual University (MVU). Standards for Quality Online Courses

Slide 5: Course Outcomes • Are they clearly stated? • Are they observable, measurable and achievable? • Are they closely correlated with real world performance expectations?

Slide 6: Course Outcomes  Clearly stated?  Beginning – none are clear.  Developing – some are clear.  Accomplished – all clear, no action verbs.  Exemplary - all clear, action verbs, application level/above.

Slide 7: Course Outcomes  Observable, measurable and achievable?  Beginning – none are observable or measurable.  Developing – some observable and measurable.  Accomplished – all observable all measurable by instructor.  Exemplary - all observable and measurable by instructor and learner.

Slide 8: Course Outcomes  Closely related to real-world performance expectations?  Beginning – none related to real-world performance expectations, all related only to in-class performance.  Developing – some related to real-world performance expectations, others related only to in-class performance.  Accomplished – all related to real-world performance, but application could be extended past educational context.  Exemplary - all related to real-world performance and all extended past educational context.

Slide 9: Example - Course Outcomes  Assess the quality of an online course with the MCCVLC Online Course Guidelines and Rubric.  clearly stated?  observable, measurable and achievable?  closely related to real-world performance expectations?

Slide 10: Course Construction • Course content, outcomes, practice and assessment are consistent. • Course materials are presented to accommodate multiple learning styles. • Presentation of content fosters active learning opportunities. • Course design includes the necessary components of successful instruction at the module/lesson level. • Course instructions and definitions are clear.

Slide 11: Course Interaction • Are course interaction requirements clearly stated? • Are a variety of opportunities designed for interaction between instructor-student? • Are clear standards set for instructors' response to students? • Are learning activities developed to foster instructor- student, student-content and, where appropriate, student-student interaction?

Slide 12: Course Assessment • Are assessment methods appropriate to the outcomes, activities and technologies? • Are assessments of student learning timely, appropriate and responsive to the needs of the individual learner? • Are assessments of student achievement conducted by comparing student performance to the intended learning outcomes? • Are policies and procedures designed to ensure the integrity of the student's work? • Are students' achievement of learning outcomes documented?

Slide 13: Course Technologies • Are technologies employed in ways that are appropriate for the course outcomes? • Are student minimum technology requirements accurately and clearly stated?

Slide 14: Course Resources • Are they accessible to the learners (all downloads are identified and made available to student)? • Are they in accordance with the Americans with Disabilities Act? • Are reading levels for instructional materials identified?

Slide 15: Course Maintenance • Are courses evaluated regularly to determine if the learning design is effective - in terms of the student and instruction components? • Are plans in place for continual review and improvement of courses?

Slide 16: Course Development and Support • Are faculty provided with appropriate training and technical support? • Are faculty able to access appropriate technical infrastructure? • Are qualified instructional designers given an appropriate role in course development?