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San Juan College - Quality in Online Learning
 

San Juan College - Quality in Online Learning

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

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

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    San Juan College - Quality in Online Learning San Juan College - Quality in Online Learning Presentation Transcript

    • “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 service that bears its ability to satisfy stated or implied needs.”
    • 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.
    • 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?Buckingham, U.K.: SRHE and The Open University Press.
    • 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).
    • The e-Learning Battle E-Learning Atheists E-Learning ZealotsImages purchased & edited by Barry Dahl: rights reserved 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
    • 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
    • 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
    • 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
    • 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.
    • 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.
    • 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 sufficiently addressing the questions about e-learning quality60% 1.Real ity Reality40% Myth 2.Myth
    • 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.
    • 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
    • 3 Major Components of e-Quality Learning Level Is High Learning Assessment Teaching Level Course Design Is High Meets Standards
    • Possible Reasons? Learning Level Is Low Learning AssessmentTeaching Level Course Design Is High Meets Standards
    • Is This a Problem? Learning Level Is High Learning AssessmentTeaching Level Course Design Is High Below Standard
    • Independent Study, Perhaps? Learning Level Is High Learning Assessment Teaching Level Course Design Is Low Meets Standards
    • Beautiful, Just Beautiful Learning Level Is Low Learning AssessmentTeaching Level Course Design Is Low Meets Standards
    • Maybe, but unlikely Learning Level Is Low Learning AssessmentTeaching Level Course Design Is High Below Standard
    • Triple Ick – Just Start Over? Learning Level Is Low Learning Assessment Teaching Level Course Design Is Low Below Standard
    • 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 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
    • Say What?• “slightly but significantly less likely”• Translation … “I’m really, really sure that there is a very small difference.”
    • What are ReasonableExpectations for Completion Rates for Online Learners? And how do you know? Is completion a measure of quality?
    • 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 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?”
    • Let’s Find Some Data!
    • 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
    • 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.
    • U. North Texas – Spring 2007 Undergraduates (n=7,730) Success… 74% Success… 80%Completion… 93%Completion… 95% 0% 20% 40% 60% 80% 100%
    • 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
    • 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% 25%75% 75% A,B,C D,F,W A,B,C D,F,W
    • 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
    • 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 same success rates?
    • 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
    • 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
    • Demographics Differences?Gender On-Campus Gender Online 68% 50% 50% 32% Male Female Male Female
    • More Differences?On-Campus Ages Online Ages 49% 35%65% 51%24 & ↓ 25 & ↑ 24 & ↓ 25 & ↑
    • First-time Learners?• Each term, how many students are sitting in a F2F (traditional) classroom for the very first time?• Est. < 1%
    • 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%
    • Instructors?• Do we expect that the new online instructors will have the same success rates as experienced online instructors?
    • 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
    • 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 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
    • 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
    • What to doAbout It?
    • 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
    • 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
    • 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 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)
    • 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
    • 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
    • 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
    • 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
    • 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 happen in a timely manner?• The design rubric is only part of the answer.
    • 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.)
    • 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?
    • 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 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • 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.
    • ComprehensiveFaculty Evaluations
    • Evaluation Components1. Self Evaluation2. Professional Development Plan3. Course Evaluations (by students)4. Course Observation (by admin)
    • 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 driving factors?
    • To Make a Difference
    • “Quality”in Online Education Discussion Time