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Quality Assurance Online Course Design
- 1. MANAGING QUALITY ASSURANCE FOR ONLINE COURSE DESIGN Amy Thornton Columbus State University Amanda Hawkins Columbus State University
- 2. QUALITY ASSURANCE IN ONLINE COURSES Each University sets its own definition of quality assurance We need to follow: Standards Criteria Guidelines Benchmarks (Southard & Mooney, 2015; Vlachopoulos, 2016
- 3. SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS IN ONLINE LEARNING Rigorous guidelines impose a duty upon institutions to ensure that distance education programs are properly maintained, supported, staffed, and equipped to promote the growth and development of students
- 4. EVALUATING THE QUALITY OF AN ONLINE COURSE OR PROGRAM What is missing from our standards?
- 6. QM REVIEW PROCESS FOR COURSES Benefits •National recognition •Learning process for faculty •Personal satisfaction / pride •Incentives •Marketing Challenges •Administrative •Time and effort •Recruiting reviewers •Funding
- 7. STUDENT IMPACT Course is organized (Template) Interaction with others Rubrics for every assignment Assessments Self-evaluation Discussion Boards Meeting course and program outcomes Retention and graduation Importance of QM certification Marketing @ CSU
- 8. ACCESSIBILITY COMPLIANCE Addressing Accessibility Needs of diverse learners Support services on campus Partner with Center for Accommodations and Access Policy Accessibility Training Online Course Accessibility Champions Legal requirements for online Benefits for learners Check for accessibility Recruit colleagues Facilitate a workshop Support faculty (syllabus, etc.)
- 9. STRATEGIES FOR IMPLEMENTATION Administrator Buy-in Faculty Development Support Resources Create Policy Start with New Faculty
- 10. REFERENCES Little, B. (2009). The use of standards for peer review of online nursing courses: A pilot study. Journal of Nursing Education, 48(7), 411- 415. Meng-Jung, T. (2009). The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives. Journal of Educational Technology & Society, 12(1), 34-48. Persky, A. M., Joyner, P. U., & Cox, W.C. (2012). Development of a course review process. American Journal of Pharmaceutical Education, 76(7), 1-8. Rao, K, Edelen-Smith, P, and Wailehua, C., (2015). Universal design for online courses: Applying principles to pedagogy. Open Learning, 30(1), 35-52 http://dx.doi.org/10.1080/02680513.2014.991300 Schnetter, V. Lacy, D., Jones, M., Bakrim, K., Allen, P. (2014, Nov.). Course development for web-based nursing education programs. Nurse Education in Practice, 14(6), 635-640. Southard, S. and Mooney, M. (2015). A comparative analysis of distance education quality assurance standards. Quarterly Review of Distance Education, 16(1), 55-68. Southern Association of Colleges and Schools, (2012). The principle of accreditation: Foundations for quality enhancement. Southern Association of Colleges and Schools Commission on Colleges, 5th edition. Retrieved from http://www.sacscoc.org/principles.asp Vlachopoulos, D. (2016, December). Assuring quality in e-learning course design: The road map. International Review of Research in Open and Distributed Learning, 16(6). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2784/3957 Vlachopoulos, D. & Tsokkas, G. (2015). The traits that facilitate successful student performance in Distance Education. The case of the Distance Education Unit at the European University Cyprus. International Journal of Social, Education, Economics and Management Engineering, 9(1), 264- 267.
- 11. CONTACT Amanda Hawkins hawkins_amanda@columbusstate.edu Amy Thornton thornton_amy1@columbusstate.edu https://www.linkedin.com/in/thorntonamy/ Presentation will be posted at https://instructtech.wordpress.com/
Notas del editor
- Amy CSU student enrollment about 8,000 40% student credit hours online 15% of our students fully online Columbus, GA Approximately 300 full-time Approximately 300 part-time Accredited by SACs Education and Nursing are our leaders About 20 fully online programs including graduate and undergraduate
- Mandy Higher education has now taken the forefront for validating achievement of excellence for quality assurance in online courses. The need to engage in a purposeful design and delivery process is paramount to create and sustain a supportive online learning environment. Although each University sets its own definition of quality assurance taking into account its mission and a variety of other factors; there are numerous standards, criteria, guidelines, and benchmarks that have been composed for online learning (Southard & Mooney, 2015; Vlachopoulos, 2016).
- Mandy - The Southern Association of Colleges and Schools (2012) have established rigorous guidelines for faculty to teach online courses. The guidelines impose a duty upon institutions to ensure that distance education programs are properly maintained, supported, staffed, and equipped to promote the growth and development of students (Southern Association of Colleges and Schools, 2012). Distance education policies must be refined to address copyright ownership, compensation, technology issues and comply with accreditation standards (Southard & Mooney, 2015; Southern Association of Colleges and Schools, 2012).
- Mandy - Evaluating the quality of an online course or program can be arduous. Especially since faculty and student support are not addressed in several of the sets of standards (Southerland, Mooney, 2015; Vlachopoulos, 2016). The fundamental problem with so many regulatory bodies is that many of these standards lack sufficient guidance on how to deliver online courses in a dynamic and meaning manner (Schnettter, Lacy, Jones, Bakrim, Allen, 2014; Vlachopoulos, 2016). Support is offered to faculty developing and launching online courses or programs to reframe content and rethink traditional teaching methodologies and philosophy of learning Faculty must be committed to creating student-centered approaches and encouraging critical thinking in new environments that embrace the web as a source for learning (Schnetter, Lacy, Jones, Bakrim, Allen, 2014) The grant develops a basic framework that assisted to develop quality systems according to our own, specific requirements (Vlachopoulos, 2016). Support is offered to faculty developing and launching online courses/programs to reframe content and rethink traditional teaching methodologies and philosophy of learning.
- At Columbus State University we developed Online Course Improvement Grants using the Quality Matters rubric and certification as our framework. The goal of the grants was to turn our focus on quality in our online programs and courses. The standards provided by Quality Matters gave our faculty and administrators the necessary tools seeking to support our quality assurance plan. Amy – where we came from, when we started QM, explain the baby steps to the quality assurance program Amy - How many course were approved and what did we offer over how many years etc? Resistance from faculty Requirement of APPQMR Stipends for training 32 QM Certified courses Spring 2015 Administrative challenges and processes 37 grants Course review manager
- Mandy & Amy - Furthermore, they underline that distance and online education are more affordable (due to the possibility they offer to study from home), and they give special emphasis on the self-regulated way of learning, the access to lifelong learning and the efficiency and consistency of the learning resources (Vlachopoulos, 2016). In addition, learners thrive on the individually tailored support being offered, and the learner to-learner and learner-to-instructor high level of interaction (Vlachopoulos & Tsokkas, 2015).
- Mandy
- Amy & Mandy - The enrolment of students with disabilities in higher education has increased in the past few decades and this affords people with disabilities access to education. An estimated 11% of undergraduate students report having a disability with a growing number of students reporting ‘non-apparent disabilities’ such as specific learning disabilities (LD), attention deficit/hyperactivity disorder (ADHD) and mental/emotional disabilities (Schelly, Davies, & Spooner, 2011; Rao, Edelen-Smith, Wailehua 2015). It is important to note that while universally designed courses broaden the range of options to address a range of learners, students with disabilities may need additional support for accessibility. Faculty also should be prepared to provide additional accommodations for specific disability needs (e.g., vision, hearing or physical impairments). University Disability Student Services offices can assist faculty with the provision of specialized supports.
- Amy –talk about Deans and chair initiative University administrators must: Support their faculty in these efforts by providing professional development opportunities and recognizing that this type of proactive and deliberate instructional design takes time Faculty often require additional support to learn how to create flexible resources, learn how to use emerging technologies and to work with their Disability Student Services (now called Center for Accommodations and Access) offices to integrate specific supports that students might need New faculty training