The document discusses evaluating the efficacy of online courses. It outlines complaints students had about disorganization, inconsistency, and lack of clarity. To address these issues, the authors developed questions to consider how online courses should be designed and what elements are needed for quality. Their research identified that instructional design, communication and learning experiences, and assessment of student achievement are key to ensuring academic rigor and a meaningful learning experience. The conclusion emphasizes that instructional design is paramount and should incorporate instructor presence, timely feedback, and tools to meet learning objectives.

1. Evaluating The Efficacy of an Online Class By Debra Molinare, Donna Wasson and Evanielis Grissom March 2, 2011 Sample footer 1

2. The Scenario Our group was presented with the problem of a hypothetical campus that is experiencing a lack of quality and/or consistency in their online courses. Here is a synopsis of some the complaints had by students Disorganization in course design and development Inconsistency in instructor presence and immediacy Lack of academic rigor Assignments lack clarification March 2, 2011 Sample footer 2

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4. Developing a plan of action What we were charged to do was determined what are the elements of a quality online course consists of. Or rather, what makes an online class “good” In our attempt to find solutions for the problems that students had been reporting, we came up with the following questions to explore: March 2, 2011 Sample footer 4

5. Questions to Consider Is the criteria for a good face to face course the same for an online course? How does one evaluate online education? Is quality online education discipline dependent? March 2, 2011 Sample footer 5

6. Methodology March 2, 2011 Sample footer 6 It came to us that our basic need is to examine how the structure and design of the course relates to the students having meaningful learning experiences within a specific course of study.

7. Methodology We used the Quality Online Control Initiative by the Illinois Online Network as a reference point in determining what elements should exist in an online course. Here is what we discovered. March 2, 2011 Sample footer 7

8. Discovering Quality In designing and implementation of curriculum March 2, 2011 Sample footer 8

9. Quality of Instructional Design We found that the following questions should be addressed during the design of the course How is your course structured? - The course goals/objectives are precisely stated to the students. - Information should be grouped in content ‘chunks’ or modules - The module’s objectives are clearly stated to the learner - The content is sequential, builds upon itself What information does your course syllabus include? - Course description including credit hours and necessary supplies - Instructor information; bio, availability, picture and contact preference - Calendar of explicit due dates - Grading policy with grading scale and weights - Technical requirements: hardware, software, connection speed - Technical competencies necessary to be successful in the course March 2, 2011 Sample footer 9

10. Quality of Instructional Design March 2, 2011 Sample footer 10 What information does your course include? - Course description including credit hours and necessary supplies - Instructor information; bio, availability, picture and contact preference - Calendar of explicit due dates - Grading policy with grading scale and weights - Technical requirements: hardware, software, connection speed - Technical competencies necessary to be successful in the course

11. Discovering Quality In Communication and Learning Experiences March 2, 2011 Sample footer 11

12. Quality of Communication and Learning Experiences Do you provide variety in the course? - Use a variety of delivery methods of instruction - Ensure your modes of delivery are purposeful and follow course goals - Allow students to demonstrate knowledge through various assessment modes What learning opportunities are available for students? - Plan activities that are permit student-to-student learning; student-to-instructor learning and student-to-content learning - Forums should be separate in the course site such as community, content, and questions - Discussion forums are clearly defined and articulate the instructor’s role - Discussion areas are accessible based upon purpose Is group work a part of your course? - Group expectations should have clear and concise outcomes - Overall group task should be appropriate - Group formation should have rules and group members have clearly stated roles - The delivery of the group product should be articulated clearly as to how, when and where 12

13. Discovering Quality In assessment of student achievement of course goals and competencies March 2, 2011 Sample footer 13

14. Quality of Assessment Does your course ensure academic integrity? - You and your students should abide by copyright and fair use law - Provide your students with the school’s Code of Conduct March 2, 2011 Sample footer 14

15. Quality of Assessment What are your strategies to for student evaluation and assessment? · They should reflect and measure your course’s stated goals and objectives. · Use multiple methods, such as quizzes, tests, discussions, essays, projects and surveys. · Conduct them on an ongoing basis throughout the course. · Design and administer your assessments and evaluations in ways to uphold academic integrity. 3. How are you assigning grades? · Assignments need give explicit rubrics, rationale and standards. · Course procedures for reporting grade information to students should comply with FERPA and institutional regulations. · The course’s overall grading scale should be communicated clearly. · Students should be aware of any penalties that might be assessed to their grades. · Expectations for student participation need to be clear and measurable. · Extra credit (if available) should be described, including where, when, and how. March 2, 2011 Sample footer 15

16. Quality of Assessment March 2, 2011 Sample footer 16 What can students expect in terms of instructor feedback? - State when students will receive feedback. - Clarify what type of feedback will be received. - Indicate how feedback will be given. How will you manage your student assessments and evaluations? - State clearly the time allocated for each assessment. - Indicate when assessments will be available, as well as the deadlines. - State your policy on retaking assessments. - Provide clear instructions on how assessments will be delivered or submitted.

17. Conclusion From our findings we have found that instructional design is paramount in online teaching success. Furthermore, ID should also play a role in the methods and frequency of student/instructor communication as instructor presence should be built in to the course. Also ID should have a focused plan of action built around feedback that has some degree of immediacy. This should be written clearly in the syllabus. Finally, the design of the course should focus on tools that would enable learning objectives to be met. March 2, 2011 Sample footer 17