Cafvir2013

590 views

Published on

Measuring the quality of a b-learning environment is critical to determine the success of a b-learning course. Several initiatives have been recently conducted in Europe on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. Within this work we analyzed the elements related to the programme and course design in order to get a detailed view of this perspective. As a result of this research, the following elements arose in the quality analysis of the program and course Design: Learning Methods, Motivation/Participation, Learning Objectives, Curriculum, Learner Center Activities and Collaborative Learning, Learning Materials, Learning Process and eTutoring and Assessment and Test. In this article we present the main elements that should be taken into account when evaluating the programme and design of a blended learning course.

Published in: Education, Technology

Cafvir2013

  1. 1. IV Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual (CAFVIR 2013) EVALUATING THE QUALITY OF LEARNING DESIGN OF AN ONLINE COURSES Paula Peres, Luis Lima , Vanda Lima Polytechnic of Porto - eIPP / ISCAP Polytechnic of Porto - eIPP / ESTGF - CIICESI pperes@iscap.ipp.pt, {llima, vlima}@estgf.ipp.ptLisboa - 17 a 19 de Abril de 2013
  2. 2. IV Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual (CAFVIR 2013)e-Learning hasbecomewidely used Quality???
  3. 3. Quality Evaluation Models
  4. 4. 1. ECBCheck - EFQUEL European Foundation for Quality in e-Learning Institutional • A – General description, Objectives of the programme; Aspects Organizational and technical requirements Quality Evaluation Models Target Audience • B- Target Group Orientation Quality of • C - Quality of the Contents Contents Program and • D – Learning Design and Methodology; Motivation/Participation; Learning Materials;course Design eTutoring; Collaborative Learning; Assignments & Learning Progress; Assessment & TestMedia Design • E - Media Design Technology • F - TechnologyEvaluation and • G - Evaluation & Review Review http://efquel.org/
  5. 5. 2. SEEQUEL Sustainable Environment for the Evaluation of Quality in e-learning Institutional Aspects • C - Learning Contexts Quality Evaluation Models Target Audience • C - Learning Contexts Quality of • A – Learning Resources Contents Program and • B – Learning Processcourse DesignMedia Design • A – Learning Resources Technology • A – Learning ResourcesEvaluation and http://www.menon.org/wp-content/uploads/2012/11/SEEQUEL-eLearners-user-guide1.pdf Review
  6. 6. 3. E-xcellence Institutional Aspects • A – Strategic Management Target Quality Evaluation Models Audience • E – Staff support Quality of Contents Program and • B – Curriculum Design; C- Course Design; F – Student Supportcourse DesignMedia Design • A – Learning Resources Technology • D – Course DeliveryEvaluation and http://e-xcellencelabel.eadtu.eu/ Review
  7. 7. 4. IHEP – Quality on the Line Institute for Higher Education Policy Institutional Aspects • A – Institutional Support; F – Faculty Support Quality Evaluation Models Target Audience • E – Staff support Quality of Contents Program and • B – Course Development; C- Teaching/Learning Process; D – Course Structure; E-course Design Student supportMedia Design TechnologyEvaluation and • G – Evaluation and Assessment Review http://www.ihep.org/assets/files/publications/m-r/QualityOnTheLine.pdf
  8. 8. 5. QM – Quality Matters Institutional Aspects • A – Course Overview and Introduction Target Quality Evaluation Models Audience Quality of • D – Instructional Materials Contents Program and • B – Learning Objectives; C – Assessment and measurements, E – Learners Interactionscourse Design and engagement; G – Learners SupportMedia Design Technology • F – Course Technology; H - AccessibilityEvaluation and Review http://www.qmprogram.org/about
  9. 9. 6. ODLQC Open & Distance Learning Quality Council Institutional Aspects • D – Selling; E- Provider; F – Collaborative provision Quality Evaluation Models Target Audience Quality of • B - Resources Contents Program and • A – Outcomes; C - Supportcourse DesignMedia Design Technology http://odlqc.org.uk/Evaluation and Review
  10. 10. Evaluation online courses: Framework Institutional Aspects Target Audience Learning Methods Curriculum Quality of Contents Motivation Learner Learning Program and Center Process &course Design Participation Activities TutoringMedia Design Learning Learning Assessement Objectives Materials & Test TechnologyEvaluation and Review
  11. 11. Program andcourse Design A. Learning Methods Learning Methods Curriculum Quality Evaluation Models Learner Learning • Blended MethodsMotivation Center Process &Participation Activities Tutoring • Standards for reuse development, design and delivery • Faculty teams with peer review process. Learning Learning Assessement Objectives Materials & Test • Revisions of learning outcomes • Provide students with clear picture of what will be involved
  12. 12. Program andcourse Design B. Motivation/Participation Learning Methods Curriculum Quality Evaluation Models Motivation Learner LearningParticipation Center Process & • Self-motivation and commitment to learn at distance Activities Tutoring • Learning methodology should motivate learners Learning Learning Assessment & Objetives Materials Test
  13. 13. Program andcourse Design C. Learning Objectives Learning Methods Curriculum Quality Evaluation Models Learner Learning Motivation Center Process & • Learning outcomes should be clearly defined and alignedParticipation Activities Tutoring with course objectives • Objectives are measurable and written from the students’ Learning Learning Assessment & perspective Objectives Materials Test • Reason for each component in b-learning• Objectives should be appropriately designed for the level of the course• Students should have instruction on how to meet them• The results of the learning are agreed between the staff and learners
  14. 14. Program andcourse Design D. Curriculum Learning Methods Curriculum Quality Evaluation Models Motivation Learner Learning • Self-contained segments (modules)Participation Center Process & Activities Tutoring • The modules should be aligned with learning objectives • Logical sequence, progressively on each other module Learning Learning Assessment & Objectives Materials Test • Lengths determined by the complexity of the LO • Clear understanding of all components and structure of the course • The contribution of e-learning components • Well-organized and easy to navigate • Personalization for individual learning styles and a flexible path for the learner • All information (e.g written)
  15. 15. Program and course Design E. Learner Center Activities Learning Methods Curriculum Quality Evaluation Models Learner Learning • Development of competencies Motivation Participation Center Process & Activities Tutoring • Multiple activities • Social and collaborative activities Learning Learning Assessment & Objectives Materials Test • Relevant to professional practice• Active learning and interaction clearly articulated• Consistent structure and face learning styles• Time to develop• Accessibility
  16. 16. Program andcourse Design F. Learning Materials Learning Methods Curriculum Quality Evaluation Models • Elements to guide learners in achieving the learning objectives Motivation Learner LearningParticipation Center Process & Activities Tutoring • Library resources • Supplemental course information Learning Learning Assessment & Objectives Materials Test • Students should be provided with hands-on training and information• Glossary• Distinction between compulsory and recommended materials• The bibliography should be commented• Periodically reviewed
  17. 17. Program andcourse Design G. Learning Process & Tutoring Learning Methods Curriculum Quality Evaluation Models • Tutor should provide guidance Motivation Learner Center Learning Process & • FeedbackParticipation Activities Tutoring • Tutors knowledge Learning Learning Assessment & • Predefined tutoring skills Objectives Materials Test • Learning pace • Timeframe • Interaction and communication • Learning Styles • Different perspectives • Methods of effective research, including assessment of resource validity
  18. 18. Program and course Design H. Assessment & Test Learning Methods Curriculum Quality Evaluation Models • Formative and summative Motivation Learner Learning • Clearly formulated and adequately explained to learners Participatio Center Process & n Activities Tutoring • Regular analytical feedback • Timely and appropriate activities to assess Learning Learning Assessment & Objectives Materials Test • Mechanism to identify low performance• Different approaches (self-evaluation; peer review)• Aligned with the learning objectives• To store and organize evidence• Improve the teaching/learning process• Measure to what extent informal learning meets the expected objectives and outcomes.
  19. 19. IV Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual (CAFVIR 2013) Program andcourse DesignLearning methodsMotivation/ParticipationLearning ObjectivesCurriculumLearner Center Activities and collaborative learningLearning MaterialsLearning process and eTutoringAssessment & Test
  20. 20. IV Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual (CAFVIR 2013) Institutional Aspects Target Audience Learning Methods Curriculum Quality of Contents Motivation Learner Learning Program and Center Process &course Design Participation Activities TutoringMedia Design Learning Learning Assessement Objectives Materials & Test TechnologyEvaluation and Review
  21. 21. IV Congreso Internacional sobre Calidad y Accesibilidad de la Formación Virtual (CAFVIR 2013) EVALUATING THE QUALITY OF LEARNING DESIGN OF AN ONLINE COURSES Paula Peres, Luis Lima , Vanda Lima Polytechnic of Porto - eIPP / ISCAP Polytechnic of Porto - eIPP / ESTGF - CIICESI pperes@iscap.ipp.pt, {llima, vlima}@estgf.ipp.ptLisboa - 17 a 19 de Abril de 2013

×