Indicators of Quality in the Design and Evaluation of Blended and Online Courses

1
Indicators of Quality in the Design and
Evaluation of Blended and Online Courses

• November 2006
• Renee Welch, External Education Part I
• Nancy Pogue, Regional Nursing Program UIC Part
  II

2
What do you look for in evaluating a blended or
online course?
3
Define QUALITY
4
Quality Assurance
Institutional
Faculty
Student
http//lor.gvtc.org/asplearningobjects/uploads/SEA
108/Quality20Assurance20Manual20_06.htm
5
Standards
Administrative Leadership and Support Ongoing
Program Concerns Course Development Faculty
Support Evaluation Results
Lee, J., Dziuban, C. (2002). Using quality
assurance strategies for online programs.
Educational Technology Review, Online serial,
10(2), 69-78.
6
Evaluation vs. Assessmentvs. Peer Review
Faculty performance evaluation should not be
confused with the assessment of student learning.
7
Evaluation vs. Assessmentvs. Peer Review
Peer review is the structure by which faculty
conduct peer reviews of technology mediated
courses in order to assure the course meets
standards of best practices.-QM
8

What are commonly recognized indictors of quality
in a technology-enhanced, blended, or online
learning environment?
9
Sloan-C Quality Framework The Five Pillars
http//www.sloan-c.org/publications/books/qualityf
ramework.pdf
10
ION and the Illinois Virtual Campus have
developed a quality online course rubric and
evaluation system in the state of Illinois.
http//www.ion.illinois.edu/initiatives/qoci/rubri
c.asp
11

A RESOURCE
12
(No Transcript)
13
Instruction Design Tipsfor Online Learning

• External Education

Used with written consent. Adapted from
Instructional Design Tips for Online Learning
Joan Van Duzer of Humbolt State University, to be
used in conjunction with the Rubric for Online
Instruction developed by CSU, Chico, c2002
14
Categories

• Learner Support and Resources
• Online Organization and Design
• Instructional Design and Delivery
• Assessment Evaluation of Student Learning
• Appropriate and Effective Use of Technology
• Faculty use of Student Feedback

15
Categories to Evaluate Your ONLINE Course
You can self-assess your own tech-enhanced,
blended and online using the Rubric for Online
Instruction from our colleagues at CSU Chico If
you would like to be enrolled in our Intro to
Teaching Online Bb course site Contact Karin
Riggs to enroll Kriggs_at_uic.edu 312.996.5085
16

Quality Matters
17
Quality Matters

• Based on national standards of best practice, the
  research literature and instructional design
  principles
• Design to promote student learning
• Integral to continuous quality improvement
• Part of an inter-institutional, faculty-driven,
  collegial peer review process
• www.QualityMatters.org

18
QM Process

• Course Review
• Key Players
• Benefits
• Scoring
• Recognition

19
The Rubric

• Course Overview Introduction
• Learning Objectives (Competencies)
• Assessment Measurement
• Resources Materials
• Learner Interaction
• Course Technology
• Learner Support
• Accessibility

20
For more information

• Renee Welch, PhD
• Assistant Director, ExEd
• 312.355.1767
• Rwelch1_at_uic.edu

21
Physiologic Basis of Nursing Practice (NUSC 530)