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.

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Quality In Online Learning

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