Questions that should be asked for online delivery classes are: Is the instructor using online exemplary practices? Is the instructor qualified to teach online? Methods that could be used on a voluntary basis to answer these questions will be discussed.

1. Assessing Pedagogy of
Online Classes
Maureen S. Heaphy, Ph.D.
Ferris State University
College of Business

2. Online Classes
• One-third of higher education students are taking
at least one online class
• Popular and convenient
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3. Successful Learning Experience
Kirkpatrick’s Levels (Kirkpatrick 2014):
• Level 1: Reaction
• Level 2: Learning
• Level 3: Behavior
• Level 4: Results
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4. Approach at Ferris State University Step 1
Objective: Are students satisfied?
• Talk to: Students
• How:
• 1. End of class student satisfaction survey.
2. Feedback obtained periodically during class.
• Resulting Information: Prof assessable, assignments
clear, mechanics of class etc
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5. Approach at Ferris State University Step 2
Objective: Are students learning?
• Talk to: Students
• How: Portfolio
• Resulting Information: Rubric to assess results against
learning outcomes using students’ papers, projects, and tests
results.
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6. Approach at Ferris State University Step 3
Objective: Correct content?
• Talk to: Content expert
• How: Peer review
• Resulting Information: Link class learning outcomes to
overall program outcomes.
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7. Approach at Ferris State University Step 4
Objective: Qualified to teach online?
• Talk to: Online expert
• How: Online Instructor Certification (OIC)
• Resulting Information: One of the five levels of
certification. This is a voluntary program at Ferris.
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8. 5 Levels of OIC
1. Basic pre-requisite skills for web-delivered instruction.
2. Platform-specific skills for web-enhancement of f-to-f courses.
3. Understanding of the pedagogical choices for blended
delivery, and skillfully use most common platform-specific
tools for blended delivery mode.
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9. 5 Levels of OIC cont.
4. Fully online instruction at least one semester, understanding
of effective learner-centered strategies for engaging
students, and skillfully use most common platform-specific
tools for fully online delivery mode.
5. Completed Quality Matters (QM) faculty learning community
and its peer review process.
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10. Exercise
• In groups of 3 – 4, discuss the following.
Based on your experience, what is a bigger challenge in an
online class than f-to-f class?
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11. OIC Level 3
A) LMS Knowledge
1) Syllabus tool
a) Explain difference between using built-in syllabus tool and linking to
file
b) Add syllabus to course using syllabus tool
2) Learning Module tool (basics)
a) Create learning module
b) Add file to learning module
c) Add content link (e.g. Discussion, URL, Assessment) to learning
module
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12. OIC Level 3 cont.
3) Discussion tool
a) Create discussion forum
b) Add discussion forum to folder or learning module
4) Assignments
a) Create assignment
b) Attach document the assignment
5) Tests/Surveys/Pools
a) Create pool
b) Create at least two questions of different types
c) Create test and add questions from pool

13. OIC Level 3 cont.
6) Track student participation
a) Enable “Track number of views”
b) Use performance dashboard
7) Availability
a) Make content item available
b) Set availability dates and show confirmation
8) Adaptive Release
a) Add adaptive release criteria to content item based on grade
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14. OIC Level 3 cont.
B) Copyright and fair use
1) Copyright and fair use
a) Define Fair use
b) Apply copyright and fair use citation to image or video
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15. OIC Level 3 cont.
C) Group Processes
1) Ability to design collaborative learning activities
a)Create groups w/i “users & groups” area of con
trol panel
b) Create assignment for recipients of group
c) Create private discussion forums for groups
2) Describe rationale for assigning students to groups
(number, composition)
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16. OIC Level 3 cont.
D) Assessment
1) Informed decisions on assessment methods based on desired
outcomes
a )Examples of outcome and assessment methods
b) Rationale of assessment method
2) Rubrics: formulate effective rubrics for assessment of learning activity
a) Create Rubric
b) Link Rubric to graded discussion forum
c) Create column in grade center and add Rubric
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17. OIC Level 3 cont.
3) Objective measurement methods
a) Provide example of an objective method you use
4) Subjective measurement methods
a) Provide example of a subjective method you use
5) Clearly state expectations for student participation and
performance
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18. Conclusion
• “The role of the instructor as leader and guide is
pivotal and can be the single largest influencer of
how effectively students learn in online settings.”
(2014 Allen)
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19. References
• Allen, I. E., & Seaman, J. (2011) Going the Distance: Online Education in the
United States, 2011, Babson Survey Research Group.
• Allen, I. E., & Seaman, J. (2014) Grade Change: Tracking Online Education in
the United States. Babson Survey Research Group.
• Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon
Report: 2014 Higher Education Edition. Austin, Texas: The New Media
Consortium.
• Kirkpatrick, J., Kirkpatrick, W. (2014). The Kirkpatrick Four Levels: A fresh Look
after 55 years 1959 – 2014. www.kirkpatrickpartners.com
• Online Learning Consortium http://onlinelearningconsortium.org/learn/basic-
teaching-program/
• Washington State University.
http://elearning.wsu.edu/OnlineCourses/cert_course.aspx
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20. Questions?
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