Your SlideShare is downloading. ×
0
“Quality”in Online Education
Barry Dahl dot com
Quality        Definition?high grade; superiority; excellence
Qualityin Manufacturing       Definition?What does ISO say? InternationalOrganization for Standardization
ISO 8402:1986• This ISO standard defines quality  as “the totality of features and  characteristics of a product or  servi...
Another Definition• In manufacturing, a measure of  excellence or a state of being free from  defects, deficiencies, and s...
Quality  in Education        Definition?High standards, consistently applied,with efficiency or “value for money”
Quality    in Education             Definition?Or, what D. Green said in 1994What is quality in higher education?Buckingha...
What is quality in higher education?• …quality is a relative concept, ....different  interest groups or ‘stakeholders’ in ...
The e-Learning Battle      E-Learning Atheists                                                  E-Learning ZealotsImages p...
The e-Learning BattleE-Learning Atheists   • These are the                        naysayers.                      • They d...
Sample Atheist CommentOnline education is fake-education.It is not "real". Convenient? Yes.Profitable? Yes. Popular withst...
The e-Learning Battle• The Zealots are those  who tout the benefits  of online learning  without having any  evidence to b...
Sample Zealot CommentAnd here we are, in 2011, fer cryin‘aloud,with dodgy naysayers STILL kicking andscreaming and throwin...
e-Atheists Viewpoints1. Online students are missing the true   college experience.2. Online students are lonely.3. Online ...
e-Atheists Viewpoints1. Online students are missing the true   college experience.2. Online students are lonely.3. Online ...
Qualityin Online Ed  Definition?
E-Learning Quality = Quality Matters™       Right?
Through the use of rubrics and standards   related to the quality of online courses       (i.e. Quality Matters™), we are ...
Quality Matters is Sufficient• Um, no, it isn’t!!• Quality Matters  looks at the quality  of course design.• That’s good, ...
Quality Matters is Sufficient                              Learning• Um, no, it isn’t!!• Quality Matters  looks at the qua...
3 Major Components of e-Quality              Learning Level                 Is High             Learning Assessment    Tea...
Possible Reasons?          Learning Level              Is Low         Learning AssessmentTeaching Level         Course Des...
Is This a Problem?          Learning Level             Is High         Learning AssessmentTeaching Level         Course De...
Independent Study, Perhaps?            Learning Level               Is High           Learning Assessment  Teaching Level ...
Beautiful, Just Beautiful          Learning Level              Is Low         Learning AssessmentTeaching Level         Co...
Maybe, but unlikely          Learning Level              Is Low         Learning AssessmentTeaching Level         Course D...
Triple Ick – Just Start Over?            Learning Level                Is Low           Learning Assessment  Teaching Leve...
QualityWe know it when   we see it
Expectations about Completion
Weekly News Articles
CCRC Reports: Washington & Virginiahttp://ccrc.tc.columbia.edu/Publication.asp?UID=872
CCRC Reports: Washington & VirginiaWashington State community and technical colleges in the fall of 2004.Students were tra...
Say What?• “slightly but significantly less likely”• Translation … “I’m really, really sure  that there is a very small di...
What are ReasonableExpectations for Completion Rates for Online Learners?  And how do you know?   Is completion a  measure...
Can’t Sleep? Read Some Commentshttp://chronicle.com/article/Why-Are-So-Many-Students-Still/127584/
The Author Asks• “But isnt it time that we had an honest national  conversation about online learning? With  countless stu...
Let’s Find Some Data!
U of Central Florida• Center for Distributed Learning  – On the average, fully online courses have    slightly lower succe...
U. North Texas – Spring 2007• Definitions make a difference:• Completion: finished the course –  received an A,B,C,D,F gra...
U. North Texas – Spring 2007              Undergraduates (n=7,730)   Success…                                     74%   Su...
UIS (Springfield) Online Course Data                         Completion %Summer 07                                        ...
Bellevue CC Online Course Success    http://www.sbctc.edu/docs/data/stdt_success_retention_    in_online_courses_bcc.pdf
What are theExpectations?
Expectations of Success Rates?On-ground Success                25%75%      A,B,C   D,F,W
Expectations of Success Rates?On-ground Success       Online Success                Equal?                25%             ...
Expectations of Success Rates?On-ground Success       Online Success              WHY?                25%                 ...
Why, indeed. For example…• Do we expect that every math  instructor will have the same  success rates?
Why, indeed. For example…• Do we expect that the  accounting program and the  art program will have the same  success rates?
Why, indeed. For example…• Do we expect that the urban  community college and the  rural community college will  have the ...
LSC – 3 yrs – Developmental Courses        Passing Grades: A,B,C                           67.8%68%66%                   6...
LSC – 3 yrs – Developmental Courses        Passing Grades: A,B,C                           67.8%68%66%                   6...
Demographics Differences?Gender On-Campus   Gender Online                          68%          50%  50%                  ...
More Differences?On-Campus Ages        Online Ages                              49%           35%65%                     5...
First-time Learners?• Each term, how  many students  are sitting in a F2F  (traditional)  classroom for the  very first ti...
First-time Learners?• Each term, how       • Each term, how  many students          many online  are sitting in a F2F   st...
Instructors?• Do we expect that the new  online instructors will have the  same success rates as  experienced online  inst...
Typical “Learning Curve”90%       Success Rates – New Online Instructors80%                                            Ins...
Fair Comparison?On-Ground        Online Success  Rates            =    Success                  Rates
Fair Comparison?       =
Fair Comparison? CourseWithdrawal   =    Academic                 Non-success
A Perspective from David Diaz• “However, I believe that many online  students who drop a class may do so  because it is th...
A Perspective from David Diaz• “Thus, by dropping the class, they may be  making a mature, well-informed decision  that is...
What to doAbout It?
Potential Good Practices• To help improve completion/success  rates, consider the following:  – Required new online studen...
More Potential Good Practices• To help improve completion/success  rates, consider the following:  – Require interaction -...
One ExampleShorter Course Lengths
Why Don’t Adult Students Persist?• From the Maricopa CC System:  – 10% due to academic reasons such as    course too hard ...
Example of Life InterruptionPsychologyPsychology Psychology                                                       12 Weeks...
Alternate OutcomePsychology                                                                12 Weeks                       ...
Alternate Outcome #2Psychology                                   12 Weeks                                             Inve...
LSC – FY2010 – All Online Courses                   26.2%    3.00            2.9330%          20.7%             2.9025%20%...
The Role of Course Design    in Online Quality  It’s the start, not the ending
Course Design Rubrics Can Help• But they only go so far.• Did the interactions actually occur?• Did the feedback actually ...
Course Design Rubrics Can HelpV. LEARNER INTERACTIONGeneral Review Standard: The effective design of instructor-learner in...
Do You Evaluate Teaching Quality?• If not, why not?• If so, what do you base the  evaluation on?• How clear are the expect...
Expectations for (of) Faculty   Links to these pages at:      http://xlents.com
St. Petersburg College• Examples of posted expectations for faculty:• Respond to email within 24 hours, 5 of the 7  days a...
Lawrence Tech University• Examples of posted expectations for faculty:• Check the discussion forum daily and be sure  to p...
Penn State• Examples of posted expectations for faculty:• The instructor is asked to grade and submit  to students all dig...
Colorado CC Online• Examples of posted expectations for faculty:• As mandated by our NCA  accreditation, CCCOnline courses...
Lake Superior• Examples of posted expectations for faculty:• Course Outlines: There is only one official course  outline f...
College expectations of online faculty• Sample of possible topics:   • Example - Final Exams:   – Course design           ...
ComprehensiveFaculty Evaluations
Evaluation Components1.   Self Evaluation2.   Professional Development Plan3.   Course Evaluations (by students)4.   Cours...
Classroom Observation   An Administrator’s        Right?
Basic Expectations – 1A
Basic Expectations – 1A
Basic Expectations – 1A
Learning Experiences – 2A
Learning Experiences – 2B
Activity & Interactivity – 3E
Where is the Value in eLearning?• Why is SJC engaged in eLearning?• What are the benefits to the school?• What are the dri...
To Make a Difference
“Quality”in Online Education     Discussion        Time
San Juan College - Quality in Online Learning
San Juan College - Quality in Online Learning
Upcoming SlideShare
Loading in...5
×

San Juan College - Quality in Online Learning

414

Published on

Presentation by Barry Dahl at San Juan College on 4/25/12.

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
414
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
6
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Transcript of "San Juan College - Quality in Online Learning"

  1. 1. “Quality”in Online Education
  2. 2. Barry Dahl dot com
  3. 3. Quality Definition?high grade; superiority; excellence
  4. 4. Qualityin Manufacturing Definition?What does ISO say? InternationalOrganization for Standardization
  5. 5. ISO 8402:1986• This ISO standard defines quality as “the totality of features and characteristics of a product or service that bears its ability to satisfy stated or implied needs.”
  6. 6. Another Definition• In manufacturing, a measure of excellence or a state of being free from defects, deficiencies, and significant variations, brought about by the strict and consistent adherence to measurable and verifiable standards to achieve uniformity of output that satisfies specific customer or user requirements.
  7. 7. Quality in Education Definition?High standards, consistently applied,with efficiency or “value for money”
  8. 8. Quality in Education Definition?Or, what D. Green said in 1994What is quality in higher education?Buckingham, U.K.: SRHE and The Open University Press.
  9. 9. What is quality in higher education?• …quality is a relative concept, ....different interest groups or ‘stakeholders’ in higher education have different priorities and their focus of attention may be different. The best that can be achieved is to define as clearly as possible the criteria that each stakeholder uses when judging quality, and for these competing views to be taken into account when assessments of quality are undertaken (p. 17).
  10. 10. The e-Learning Battle E-Learning Atheists E-Learning ZealotsImages purchased & edited by Barry Dahl: rights reserved 11
  11. 11. The e-Learning BattleE-Learning Atheists • These are the naysayers. • They don’t believe that anything good can come from online learning. • In fact, they’re pretty sure that it’s the DEVIL. 12
  12. 12. Sample Atheist CommentOnline education is fake-education.It is not "real". Convenient? Yes.Profitable? Yes. Popular withstudents who mostly just want a"degree"? Yes.And it is garbage in the end.Source: http://chronicle.com/article/How-Big-Can-E-Learning-Get-At/128809/ 13
  13. 13. The e-Learning Battle• The Zealots are those who tout the benefits of online learning without having any evidence to back it up.• Zealots begin many of their sentences with “one time there was this one student …” E-Learning Zealots 14
  14. 14. Sample Zealot CommentAnd here we are, in 2011, fer cryin‘aloud,with dodgy naysayers STILL kicking andscreaming and throwing fits in regardsto online teaching and learning. Get over it,already – the days of having students seatedaround your flowing toga in utter awe of yourknowledge and acumen areLONG GONE. Welcome to the present. Source: http://chronicle.com/article/How-Big-Can-E-Learning-Get-At/128809/ 15
  15. 15. e-Atheists Viewpoints1. Online students are missing the true college experience.2. Online students are lonely.3. Online students can’t possibly learn as much.4. Online students are being ripped off.
  16. 16. e-Atheists Viewpoints1. Online students are missing the true college experience.2. Online students are lonely.3. Online students can’t possibly learn as much.4. Online students are being ripped off.
  17. 17. Qualityin Online Ed Definition?
  18. 18. E-Learning Quality = Quality Matters™ Right?
  19. 19. Through the use of rubrics and standards related to the quality of online courses (i.e. Quality Matters™), we are sufficiently addressing the questions about e-learning quality60% 1.Real ity Reality40% Myth 2.Myth
  20. 20. Quality Matters is Sufficient• Um, no, it isn’t!!• Quality Matters looks at the quality of course design.• That’s good, but it’s only one leg holding up the stool.
  21. 21. Quality Matters is Sufficient Learning• Um, no, it isn’t!!• Quality Matters looks at the quality of course design. Quality• That’s good, but it’s Concerns only one leg holding up the stool. Teaching Design
  22. 22. 3 Major Components of e-Quality Learning Level Is High Learning Assessment Teaching Level Course Design Is High Meets Standards
  23. 23. Possible Reasons? Learning Level Is Low Learning AssessmentTeaching Level Course Design Is High Meets Standards
  24. 24. Is This a Problem? Learning Level Is High Learning AssessmentTeaching Level Course Design Is High Below Standard
  25. 25. Independent Study, Perhaps? Learning Level Is High Learning Assessment Teaching Level Course Design Is Low Meets Standards
  26. 26. Beautiful, Just Beautiful Learning Level Is Low Learning AssessmentTeaching Level Course Design Is Low Meets Standards
  27. 27. Maybe, but unlikely Learning Level Is Low Learning AssessmentTeaching Level Course Design Is High Below Standard
  28. 28. Triple Ick – Just Start Over? Learning Level Is Low Learning Assessment Teaching Level Course Design Is Low Below Standard
  29. 29. QualityWe know it when we see it
  30. 30. Expectations about Completion
  31. 31. Weekly News Articles
  32. 32. CCRC Reports: Washington & Virginiahttp://ccrc.tc.columbia.edu/Publication.asp?UID=872
  33. 33. CCRC Reports: Washington & VirginiaWashington State community and technical colleges in the fall of 2004.Students were tracked for nearly five years, until the spring of 2009 “students were more likely to fail or withdraw from online courses than from face-to-face courses”“were slightly but significantly less likely to attain aneducational award or transfer to a four-year institution” http://ccrc.tc.columbia.edu/Publication.asp?UID=872
  34. 34. Say What?• “slightly but significantly less likely”• Translation … “I’m really, really sure that there is a very small difference.”
  35. 35. What are ReasonableExpectations for Completion Rates for Online Learners? And how do you know? Is completion a measure of quality?
  36. 36. Can’t Sleep? Read Some Commentshttp://chronicle.com/article/Why-Are-So-Many-Students-Still/127584/
  37. 37. The Author Asks• “But isnt it time that we had an honest national conversation about online learning? With countless studies showing success rates in online courses of only 50 per cent—as opposed to 70-to-75 percent for comparable face-to-face classes— isnt it time we asked ourselves some serious questions? Such as: Should every course be taught online? And should we allow every student—or any student who wishes to—to take online courses?”
  38. 38. Let’s Find Some Data!
  39. 39. U of Central Florida• Center for Distributed Learning – On the average, fully online courses have slightly lower success rates and higher withdrawal rates than either their face-to- face or Web-enhanced counterparts – http://cdl.ucf.edu/research/rite/dl-impact- evaluation/#Success
  40. 40. U. North Texas – Spring 2007• Definitions make a difference:• Completion: finished the course – received an A,B,C,D,F grade (no W,I)• Success: is defined as earning a grade of A, B, or C for an undergraduate course.
  41. 41. U. North Texas – Spring 2007 Undergraduates (n=7,730) Success… 74% Success… 80%Completion… 93%Completion… 95% 0% 20% 40% 60% 80% 100%
  42. 42. UIS (Springfield) Online Course Data Completion %Summer 07 Compare Spring 07 To 96% Fall 06 On CampusSummer 06 Spring 06 Fall 05 90% 91% 92% 93% 94% 95% http://online.uis.edu/info/completion.html
  43. 43. Bellevue CC Online Course Success http://www.sbctc.edu/docs/data/stdt_success_retention_ in_online_courses_bcc.pdf
  44. 44. What are theExpectations?
  45. 45. Expectations of Success Rates?On-ground Success 25%75% A,B,C D,F,W
  46. 46. Expectations of Success Rates?On-ground Success Online Success Equal? 25% 25%75% 75% A,B,C D,F,W A,B,C D,F,W
  47. 47. Expectations of Success Rates?On-ground Success Online Success WHY? 25% 25%75% 75% A,B,C D,F,W A,B,C D,F,W
  48. 48. Why, indeed. For example…• Do we expect that every math instructor will have the same success rates?
  49. 49. Why, indeed. For example…• Do we expect that the accounting program and the art program will have the same success rates?
  50. 50. Why, indeed. For example…• Do we expect that the urban community college and the rural community college will have the same success rates?
  51. 51. LSC – 3 yrs – Developmental Courses Passing Grades: A,B,C 67.8%68%66% 60.9%64% 58.5%62%60%58%56%54%52% Online Day Night
  52. 52. LSC – 3 yrs – Developmental Courses Passing Grades: A,B,C 67.8%68%66% 60.9%64% 58.5%62%60%58%56%54%52% Online Day Night
  53. 53. Demographics Differences?Gender On-Campus Gender Online 68% 50% 50% 32% Male Female Male Female
  54. 54. More Differences?On-Campus Ages Online Ages 49% 35%65% 51%24 & ↓ 25 & ↑ 24 & ↓ 25 & ↑
  55. 55. First-time Learners?• Each term, how many students are sitting in a F2F (traditional) classroom for the very first time?• Est. < 1%
  56. 56. First-time Learners?• Each term, how • Each term, how many students many online are sitting in a F2F students are (traditional) “sitting” in an classroom for the online classroom very first time? for the very first time?• Est. < .1% • Est. >= 40%
  57. 57. Instructors?• Do we expect that the new online instructors will have the same success rates as experienced online instructors?
  58. 58. Typical “Learning Curve”90% Success Rates – New Online Instructors80% Instructor 1 Intsructor 270% Instructor 360% Term 1 Term 2 Term 3 Term 4 Term 5
  59. 59. Fair Comparison?On-Ground Online Success Rates = Success Rates
  60. 60. Fair Comparison? =
  61. 61. Fair Comparison? CourseWithdrawal = Academic Non-success
  62. 62. A Perspective from David Diaz• “However, I believe that many online students who drop a class may do so because it is the right thing to do. In other words, because of the requirements of school, work, and/or family life in general, students can benefit more from a class if they take it when they have enough time to apply themselves to the class work.” http://technologysource.org/article/online_drop_rates_revisited
  63. 63. A Perspective from David Diaz• “Thus, by dropping the class, they may be making a mature, well-informed decision that is consistent with a learner with significant academic and life experience. This explanation would be consistent with their demographics while calling into question the idea that these students are academically unsuccessful or possess inferior academic abilities.” http://technologysource.org/article/online_drop_rates_revisited
  64. 64. What to doAbout It?
  65. 65. Potential Good Practices• To help improve completion/success rates, consider the following: – Required new online student orientation – Additional support mechanisms beyond the instructor – Early intervention when they start falling behind – Formalizing your expectations for online learners and online faculty
  66. 66. More Potential Good Practices• To help improve completion/success rates, consider the following: – Require interaction - no electronic correspondence courses – Mid-term course evaluations – Shorter class lengths (8 wks or less) – Provide better “consumer” information pre- enrollment – Professional Development Opportunities
  67. 67. One ExampleShorter Course Lengths
  68. 68. Why Don’t Adult Students Persist?• From the Maricopa CC System: – 10% due to academic reasons such as course too hard or too heavy a load. – 65% due to life interruptions (includes the normal things of family or job issues, illness, etc. etc.)Source: Ron Bleed, CIO of Maricopa CC (retired)
  69. 69. Example of Life InterruptionPsychologyPsychology Psychology 12 Weeks Invested,Humanities Humanities Humanities 12 Credits Paid For, No Credits Earned, Biology Biology Biology With Little Incentive To Return History History History 4 weeks 8 weeks 12 weeks
  70. 70. Alternate OutcomePsychology 12 Weeks Invested, 12 Credits Paid For, Humanities 9 Credits Earned, With More Incentive Biology To Return History - No 4 weeks 8 weeks 12 weeks
  71. 71. Alternate Outcome #2Psychology 12 Weeks Invested, 12 Credits Paid For,Humanities 6 Credits Earned, With Some Incentive Biology - No To Return History - No 4 weeks 8 weeks 12 weeks
  72. 72. LSC – FY2010 – All Online Courses 26.2% 3.00 2.9330% 20.7% 2.9025%20% 2.80 2.7515% 2.7010% 2.60 5% 2.50 0% D,F,W GPA 8-week 16-week 8-week 16-week
  73. 73. The Role of Course Design in Online Quality It’s the start, not the ending
  74. 74. Course Design Rubrics Can Help• But they only go so far.• Did the interactions actually occur?• Did the feedback actually happen in a timely manner?• The design rubric is only part of the answer.
  75. 75. Course Design Rubrics Can HelpV. LEARNER INTERACTIONGeneral Review Standard: The effective design of instructor-learner interaction andmeaningful learner cooperation is essential to learner motivation, intellectual commitment,and personal development. (From LSC Course Design Rubric)Specific Review Standards PointsV.1 The course design provides learning activities tofoster instructor-student, content-student, and if 3appropriate, student-student interaction.V.2 The student requirements for course interactionare clearly articulated. 3V.3 Clear standards are set for instructor responseand availability (turn-around time for email, grades 2posted, etc.)
  76. 76. Do You Evaluate Teaching Quality?• If not, why not?• If so, what do you base the evaluation on?• How clear are the expectations of the factors upon which they will be evaluated?
  77. 77. Expectations for (of) Faculty Links to these pages at: http://xlents.com
  78. 78. St. Petersburg College• Examples of posted expectations for faculty:• Respond to email within 24 hours, 5 of the 7 days a week at the instructor’s discretion.• Exam marked within 7 days of due date.• Assignment marked within 7 days of due date• Routine updates to all students every 7 days.
  79. 79. Lawrence Tech University• Examples of posted expectations for faculty:• Check the discussion forum daily and be sure to post responses to student contributions at least four times weekly.
  80. 80. Penn State• Examples of posted expectations for faculty:• The instructor is asked to grade and submit to students all digitally formatted assignments and exams within two business days of receipt.
  81. 81. Colorado CC Online• Examples of posted expectations for faculty:• As mandated by our NCA accreditation, CCCOnline courses cannot be self-paced. Therefore, CCCOnline requires faculty to create a Course Schedule that provides unit, week, and specific activity dates.• Instructor responds individually to all student introductory posts.
  82. 82. Lake Superior• Examples of posted expectations for faculty:• Course Outlines: There is only one official course outline for each course title offered at LSC. This means the following: – Delivery method is not generally considered during the curriculum approval process. – Each class syllabus should include the official course outcomes regardless of the delivery method employed. – Each class syllabus should include the official course description regardless of the delivery method employed.
  83. 83. College expectations of online faculty• Sample of possible topics: • Example - Final Exams: – Course design – Online faculty are expected to give final exams (or due – Interaction w/students dates for other types of final projects) during the – Online office hours final exam period as – Feedback/response time established and posted by the college. – Final exams – The final exam period – Proctored exams typically consists of four weekdays and may or may – Due dates/times not include a weekend. This schedule is posted on – Sick/Personal leave the college website and otherwise makes the information available to all faculty.
  84. 84. ComprehensiveFaculty Evaluations
  85. 85. Evaluation Components1. Self Evaluation2. Professional Development Plan3. Course Evaluations (by students)4. Course Observation (by admin)
  86. 86. Classroom Observation An Administrator’s Right?
  87. 87. Basic Expectations – 1A
  88. 88. Basic Expectations – 1A
  89. 89. Basic Expectations – 1A
  90. 90. Learning Experiences – 2A
  91. 91. Learning Experiences – 2B
  92. 92. Activity & Interactivity – 3E
  93. 93. Where is the Value in eLearning?• Why is SJC engaged in eLearning?• What are the benefits to the school?• What are the driving factors?
  94. 94. To Make a Difference
  95. 95. “Quality”in Online Education Discussion Time
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×