Sloan C Interdisciplinary Approach Presentation 2009

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American Public University System (APUS) has developed internal processes to ensure the academic quality and integrity of online courses and programs. This session will focus on the process for conducting a system wide interdepartmental program review of academic programs. Quantitative and qualitative metrics will be discussed.

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Sloan C Interdisciplinary Approach Presentation 2009

  1. 1. An Interdisciplinary Approach to Institutional Level Evaluation of Online Learning Environments 15th Annual Sloan-C International Conference on Online Learning | Orlando, FL | October 2009
  2. 2. • Introductions • APUS Mission and Demographics g p • Assessment Website • Goals of the Program Review Process • Program Review Process, Tools, and Resources • Use of Continuous Improvement in Business Program • Use of Data to Drive Decisions • Conclusion and Dialogue
  3. 3. Frank McCluskey, Ph.D. Executive Vice President and Provost Phil Ice, Ph.D. Director, Course Design, Research & Development Chad Patrizi, ABD Dean of Business Administration Jennifer Stephens, Ph.D. Associate Vice-President, Dean of Assessment Dave Becher Director, Academic Information Analysis
  4. 4. To educate the nation's military and public service communities by providing respected, relevant, affordable, and student-focused online programs which prepare them for service and leadership in a diverse, global society.
  5. 5. • Founded in 1991 as American Military University to provide affordable and convenient distance learning to service g members • In 2002, expanded reach to national security, public safety and other professionals seeking affordable education and online convenience convenience, establishing American Public University System with member institutions: American Military University and American Public University • We are a 100% online for-profit school that serves 53,000+ students who study online from 100 countries.
  6. 6. Data External   Collection Review Follow‐Up Analysis Program  Three Year  Review  Plan Meeting
  7. 7. Electronic Repository of Information Library and Curriculum External Learning Resources Assessment Reviewer Feedback • Course books • Student learning • Expert reviewer report • Electronic resources outcomes • Industry Advisory • Instructional strategies Council report • Learning strategies • Evaluation procedures • Academic rigor
  8. 8. Electronic Repository of Information Faculty Students Learning Outcomes Assessment • A l i of faculty Analysis f f lt • Student demographic •C i l M Curricular Mapping i credentials and information • Assessment measures expertise to ensure • Enrollment History breadth and diversity • Fact book • Growth trends
  9. 9. Electronic Repository of Information Program Program Directory Program Review Benchmarking Summary Findings • Program benchmarking • Evaluation of findings • Dean’s observations with similar programs • Program • Meeting minutes and institutions recommendations • Three year proposed strategic plan
  10. 10. Dave – insert slides D insert slides a v e
  11. 11. • Introduction • Bachelor of Business Administration Program (BBA) vs. Institutional EOC (end of course survey) • Without Micro and Macro Economics • Fact Book
  12. 12. BBA Program vs Institutional EOC Data 2006 4.60 4.40 4.20 4.00 3.80 3.60 3 60 BBA Program Average (n=1139) 4.42 4.42 4.50 4.31 4.27 4.45 4.35 4.29 4.40 4.01 4.53 4.49 3.87 Institutional Average (n=28344) 3.40 4.44 4.45 4.46 4.37 4.35 4.44 4.38 4.27 4.44 4.02 4.39 4.48 3.83 Clear course objectives assignments supported course Course Course materials relevant to Course assignments fairly evaluated Instructor's teaching style appropriate Knowledgeable instructor Instructor provided feedback to provided grades and between the instructor and Instructor Interactions Interaction among classmates created Electronic classroom easy to Assignments easy to post support questions answered navigate Technical objectives objectives work inquiries within 72 hours appropriate feedback within one week the students were positive a sense of community within 2 days
  13. 13. BBA Program vs Institutional EOC Data 2006 w/o Micro and Macro Economics 4.50 4.00 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00 Co urs e Co urs e materials Co urs e Ins tructo r's Ins tructo r Instructo r Interactio ns Interactio n Electro nic Technical Clear co urs e Kno wled g eab le Ass ig nments as s ig nments relevant to as s ig nments teaching s tyle p ro vid ed p ro vid ed g rad es b etween the amo ng clas s ro o m eas y s up p o rt o b jectives ins tructo r easy to p o s t s up p o rted o b jectives fairly evaluated ap p ro p riate feed b ack to and ap p ro p riate ins tructo r and clas s mates to navig ate q ues tio ns BBA Pro g ram Averag e (n=113 9 ) 0 .0 0 0 .0 0 0 .0 0 4 .3 9 4 .3 8 0 .0 0 0 .0 0 0 .0 0 0 .0 0 0 .0 0 0 .0 0 0 .0 0 0 .0 0 Ins titutio nal Averag e (n=2 8 3 4 4 ) 4 .4 4 4 .4 5 4 .4 6 4 .3 7 4 .3 5 4 .4 4 4 .3 8 4 .2 7 4 .4 4 4 .0 2 4 .3 9 4 .4 8 3 .8 3
  14. 14. Community of C i f Inquiry Framework a process model of learning in online and blended educational environments grounded in a collaborative constructivist view of higher education assumes effective online learning requires the development of a community of learners that supports meaningful inquiry and deep learning
  15. 15. social presence cognitive presence LEARNING teaching presence
  16. 16. Social Presence the ability of participants in a community of inquiry to project themselves socially and emotionally -- as ‘real’ people the degree to which p g participants in p computer mediated communication feel socially and emotionally connected
  17. 17. Cognitive Presence the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry i i
  18. 18. Teaching Presence the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile l d ti ll th hil learning i outcomes
  19. 19. Community of Inquiry Surveyy 9 social presence items (3 affective expression, 3 open communication, 3 g p cohesion) p , group ) 12 cognitive presence items (3 triggering, 3 exploration, integration, exploration 3 integration 3 resolution) 13 teaching presence items (4 design & facilitation, facilitation 6 facilitation of discourse 3 direct discourse, instruction)
  20. 20. CoI Survey Validation tested in graduate courses at four institutions in the US and Canada principal component factor analysis three factor model predicted by CoI p y framework confirmed Arbaugh, Cleveland-Innes, Diaz, Garrison, Cleveland Innes, Ice, Richardson, Shea & Swan - 2008
  21. 21. APUS Utilization American Public University System 100% online monthly course starts CoI is the end of course survey eight semesters of data collection
  22. 22. Application comparison of at the University, School, Program, Course and Instructor levels assessment of instructional design efficacy assessment of l t f learner diff differences – demographic factors assessment of integration of new technologies
  23. 23. Frank McCluskey, Ph.D. fmccluskey@apus.edu Executive Vice President and Provost Phil Ice, Ph.D. pice@apus.edu Director, Course Design, Research & Development Chad Patrizi, ABD cpatrizi@apus.edu Dean of Business Administration Jennifer Stephens, Ph.D. jstephens@apus.edu Associate Vice-President, Dean of Assessment Dave Becher dbecher@apus.edu Director, Academic Information Analysis

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