Quality In Online Learning
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Quality In Online Learning

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These are the slides from a short panel presentation done at 2008 Canada/Brazil Symposium on Distance Education held in Goianas Brazil.

These are the slides from a short panel presentation done at 2008 Canada/Brazil Symposium on Distance Education held in Goianas Brazil.

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    Quality In Online Learning Quality In Online Learning Presentation Transcript

    • Quality in Distance Education Programming Seminário Internacional Brasil-Canadá de Educação a Distância, Terry Anderson - Athabasca University
      • 1. Equivalency to campus models
      • 2. Rubrics for evaluation
      • 3. Web 2.0 indicators of quality
    • The Equivalency Model of Online Learning Quality (Sloan 5 Pillars)
      • 1. LEARNING EFFECTIVENESS
      • The quality of learning online is demonstrated to be at least as good as the institutional norm
      • Academic integrity and control reside with faculty
      • Indicators – Student marks, faculty perception of equivalence
    • COST EFFECTIVENESS AND INSTITUTIONAL COMMITMENT
      • The institution continuously improves services while reducing costs
      • Institutional stakeholders show support for participation in online
      • Education strengthens and disseminates its mission and core values
    • ACCESS
      • All learners who wish to learn online can access learning in a wide array of programs and courses
      • Reliable access
      • Technology used is appropriate to learners circumstances and pedagogical need
      • Meets needs of students with special needs
    • FACULTY SATISFACTION
      • Faculty are pleased with teaching online, citing appreciation and happiness
      • Willingness/desire to teach additional courses in the program 80% positive
        • Incentives work
          • Reduced class time for beginners
          • Provision of technology
          • Teaching assistants
          • Training
          • Cash!
    • STUDENT SATISFACTION
      • Students are pleased with their experiences in learning online, including interaction with instructors and peers, learning outcomes that match expectations, services, and orientation
      • Institutional surveys, interviews, or other metrics show satisfaction levels that are at least equivalent to F2F
      http://www.aln.org/publications/books/qualityframework.pdf
    • Quality Rubrics and Checklists Chico State www.csuchico.edu/celt/roi/
      • Learner Support & Resource
      • Online Organization & Design
      • Instructional Design & Delivery
      • Assessment & Evaluation of Student Learning
      • Innovative Teaching with Technology
      • Faculty Use of Student Feedback
    •  
    • Problem with Rubrics
      • Rubrics often ignore specific cultural or contextual restraints
      • Rubrics often fall behind technologies/pedagogies
      • Rubrics can constrain innovation
      • Best used as informal checklists
    • Quality Conclusions
      • Transparency critical
      • Only a community can define quality
      • Quality is contextually bound
        • Context of the discipline
        • Context of culture, language
        • Legal context
      • Criteria must always be open to negotiation
    • Web 2.0 Quality
      • Opportunities for connection with others
      • Focus on use, re-use and production of learning artifacts
      • Multimedia when appropriate/accessible
    • Download the entire book for Free from AUPress.ca: http://www.aupress.ca/books/Terry_Anderson/TerryAndersonEntireBook.pdf Please translate any chapter!