XLENTS - Quality in e-Learning - Recently Updated Pages

e-Quality Resources

barrydahl — Fri, 03 Jun 2011 10:16:13 CDT

e-Learning Quality

Table of Contents (Intro Slides - the 3 Triangles)

Section I - LSC Online Course Design Rubric and Peer Review Process

LSC Peer Review Blog Site (all documents listed below, plus more)
1. Online Course Peer Review Rubric (completed sample, plus the annotated rubric)
2. LSC Peer Review Process
3. Other documents: online course review checklist, instructor worksheet, recommendations of good practices, peer review process
4. Blog Post - PSOL Questions tied to Course Design Rubric
5. LSC Expectations Project:

Section II - Other Course Design Rubrics and Standards

6. Quality Matters website
7. Center for Online Learning, Metropolitan State University - Online Course Site-Readiness Rubric
8. Park University: SOL Principles and Standards
9. Chico State University: Rubric for Online Instruction
10. NACOL: National Standards for Quality Online Teaching

Section III - Student Assessment

11. LSC Online, On-Ground Written Communication Project - Spring 2003
12. LSC - Written Communication Project Report - Spring 2005
13. LSC - A Comparison of Online and Onground Pathophysiology Students (dead link, looking for updated link)
14. Designing online learning assessment through alternative approaches: facing the concerns (Mateo & Sangra)

Section IV - Online Teaching Evaluation by Administration and Online Course Evaluations by Students

15. Sample LSC Faculty Evaluation and Worksheet (not linked - confidential)
16. Best Practices for Administrative Evaluation of Online Faculty (Tobin) includes: MacEwan College - COIL: Checklist for Online Interactive Learning (Word doc)
17. LSC - Online Course Evaluation Survey
18. Teaching Evaluations: Form H: Distance Learning (online) (Western Washington)
19. U21Global Working Paper: Student Evaluation of Faculty: An Analysis of Survey Results (Wong & Fitzsimmons)
20. Online Student Evaluations and Response Rates Reconsidered (Anderson, Brown, Spaeth)

Section V - Miscellaneous Resources Related to Quality in Online Learning

21. St. Petersburg College - Online Student, Faculty and Staff Expectations and Performance Targets
22. Park University: Explanation of the Online Instructor Evaluator System
23. CSU Chico: Online Course Development Cycle (Knolle, 2001)
24. CSU Chico: Online Course Design & Development Project Plan (Knolle, 2001)
25. CSU Chico: Jonathan Knolle - Good Online Instruction: Self-assessment for online instructors
26. Lincoln.edu Best Practices in Online Undergraduate Teaching
27. Evidence of Quality in Distance Education Programs from U.S. DOE
28. Best Practices for Electronically Offered Degree and Certificate Programs (Higher Learning Commission - NCA)
29. WCET Resources related to e-Learning Quality
30. SLOAN-C Effect Practices for quality online education
31. Quality Standards in e-Learning: A matrix of analysis by Jia Frydenberg (2002)
32. Web-based Information Science Education (WISE) - A Model for Quality Online Education
33. Quality on the Line: Benchmarks (24) for Success in Internet-Based Distance Education (IHEP)

Section VI - Intellectual Property Agreements

34. LSC - Online Course Intellectual Property Agreement (link no longer valid - will return soon)
35. Central Methodist University - Online Course Development Agreement
36. University of Central Missouri - I.P. Agreement for Development of On-Line Course - Additional Compensation
37. University of Central Missouri - I.P. Agreement for Development of On-Line Course - Adjunct Instructors

e-Learning Quality Wiki - XLENTS

barrydahl — Thu, 06 Jan 2011 07:41:53 CST

This site will be used for resources and interactions for workshops hosted by Barry Dahl and XLENTS.com

Check out the page with links to many resources related to e-Learning Quality.

Resources on Quality

barrydahl — Wed, 05 Jan 2011 21:48:19 CST

e-Learning Quality

Section I - LSC Online Course Design Rubric and Peer Review Process

LSC Peer Review Blog Site (all documents listed below, plus more)
1. Online Course Peer Review Rubric (completed sample)
2. Annotated version of the LSC peer review rubric
3. Other documents: online course review checklist, instructor worksheet, recommendations of good practices, peer review process
4. Blog Post - PSOL Questions tied to Course Design Rubric

Section II - Other Course Design Rubrics and Standards

5. Quality Matters website
6. Center for Online Learning, Metropolitan State University - Online Course Site-Readiness Rubric
7. Bemidji State - Rubric for Online Courses in D2L
8. Park University: SOL Principles and Standards
9. Chico State University: Rubric for Online Instruction
10. NACOL: National Standards for Quality Online Teaching

Section III - Student Assessment

11. LSC Online, On-Ground Written Communication Project - Spring 2003
12. LSC - Written Communication Project Report - Spring 2005
13. LSC - A Comparison of Online and Onground Pathophysiology Students
14. Designing online learning assessment through alternative approaches: facing the concerns (Mateo & Sangra)

Section IV - Online Teaching Evaluation by Administration and Online Course Evaluations by Students

15. Sample LSC Faculty Evaluation and Worksheet (not linked - confidential)
16. Best Practices for Administrative Evaluation of Online Faculty (Tobin) includes: MacEwan College - COIL: Checklist for Online Interactive Learning (Word doc)
17. LSC - Online Course Evaluation Survey
18. Teaching Evaluations: Form H: Distance Learning (online) (Western Washington)
19. U21Global Working Paper: Student Evaluation of Faculty: An Analysis of Survey Results (Wong & Fitzsimmons)
20. Student Evaluation of Online Instruction: Development of a Comprehensive System (Hogarty, et al)

Section V - Miscellaneous Resources Related to Quality in Online Learning

21. St. Petersburg College - Online Student, Faculty and Staff Expectations and Performance Targets
22. Park University: Explanation of the Online Instructor Evaluator System
23. CSU Chico: Online Course Development Cycle (Knolle, 2001)
24. CSU Chico: Online Course Design & Development Project Plan (Knolle, 2001)
25. CSU Chico: Jonathan Knolle - Good Online Instruction: Self-assessment for online instructors
26. Lincoln.edu Best Practices in Online Undergraduate Teaching
27. Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses (SUNY Learning Network)
28. Documents (choose from list) at Higher Learning Commission Website
28a. Evidence of Quality in Distance Education Programs Drawn from Interviews with the Accreditation Community
28b. Best Practices for Electronically Offered Degree and Certificate Programs

Section VI - Intellectual Property Agreements

29. LSC - Online Course Intellectual Property Agreement
30. Central Methodist University - Online Course Development Agreement
31. University of Central Missouri - I.P. Agreement for Development of On-Line Course - Additional Compensation (Revised for '07-08)
32. University of Central Missouri - I.P. Agreement for Development of On-Line Course - Adjunct Instructors

Resources

barrydahl — Wed, 20 May 2009 08:57:40 CDT

Here we will accumulate many of the other resources that we find or use during the workshop.

PowerPoint slides for the intro: 3 Questions about Quality in Online Learning

Questions

barrydahl — Fri, 15 May 2009 18:10:00 CDT

Re: Online Faculty Evaluation by Administrators

QUESTIONS:

Do I have a permission to enter an online course any time?

How do I “visit” an asynchronous online classroom for a set period of time?

Do I review the entire course or unspecified representative examples (selected by me) or a specific unit (selected by the instructor)?

How many visits should I make?

What parts of the course shell do I visit, and why? Are any parts of the course off limits?

How to apply the questions from the college’s face-to-face classroom visit rubric to the online classroom? Should the rubrics be different for online teaching evaluation?

Am I evaluating teaching performance or course design, or both?

Does it matter if someone else designed the course?

How do I evaluate the instructor's classroom presence in an online course? What kind of participation is effective and how much is enough (or too much)?

What kind of multimedia use is effective? Should the online instructor use more multimedia than a classroom instructor?

How does the question of quality versus quantity apply to online faculty evaluation (for example, the quantity of multimedia resources versus their quality)?

How do I find evidence of learning in an online course and how do I evaluate it?

How can I evaluate an online course if I have no experience with online teaching or online course development?

Lessons Learned

barrydahl — Fri, 15 May 2009 18:09:26 CDT

LESSONS LEARNED ABOUT ONLINE FACULTY EVALUATION:

Timing of evaluation: If you review the entire course, it’s best to do the evaluation toward the end of the semester or after the semester has ended. Simply, you will be able to observe more! …more student-to-student and student-to-instructor interaction, student questions, completed assignments and grading, flow of activities, variety of activities, etc.

Evaluator access: The dean should ideally have similar access to the course as the instructor does, with access to the “hidden” components (grade book, quiz files, drop box feedback, all assignments and information not visible to the students, etc.)

Faculty worksheet: Use a faculty worksheet to find out what kinds of features the course utilizes (including external web sites and how to access them) and who developed the course.

Focused evaluation: To keep the review manageable, focus the evaluation on a few key units and their corresponding assignments, as well as course interaction and general course information (such as the syllabus and FAQ’s).

Can’t locate course features? Good teaching takes place in many forms – also online. If you can’t find something in the course, examine the syllabus and other course information carefully to locate the missing items. More often than not, they exist somewhere and sometimes in creative alternative locations. To verify whether the students can find these items, check the question forum in the course discussions. The students are likely to point out any difficulties or gaps in their questions to the instructor.

Electronic notes: Take electronic evaluation notes, which can be provided electronically for instructors living at a distance or for anyone who wishes to conduct the post-observation meeting electronically. Also, some standard responses can be copied and pasted into subsequent evaluations of other online faculty.