After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the Seven Principles for Good Practice in Undergraduate Education, and what other items are addressed in the evaluation of courses
This is a research paper comparing 28 different evaluation instruments for assessing online courses.
The changes began to express themselves a number of years ago in the simple reality of plummeting enrollments in each of my courses, sufficient enough to place them in danger of cancellation. My academic specialty and the program in which I teach — Judaic studies — is by nature a “niche” field, perennially challenged by modest enrollment. More recently, however, some other dynamic was clearly at work. The problem was easily enough diagnosed as having to do with an increased student demand for online learning; my program had never offered courses in this format, and I had personally determined never to entertain the idea, even as a remote option.
Here’s one teacher’s story about his journey into online teaching. His first break through is learning how short video lectures might help me connect with his online students.
Future Bright for Online Education
The arguments offered in Jing Liu’s essay run counter to the validation online programs receive from regional accreditation, the U.S. Department of Education and the success students experience as graduates. As someone who has taught online classes since 1999 and managed the online program administration at my campus for 16 years, I am personally aware of the progress we have made, the quality of instruction we do achieve, the access door we have opened wider and the difference we have made in the lives of our students.
Despite the naysayers, online education is working and thriving despite the disruption in other sectors of Higher Education.
In this article, I share a few ideas—starting with the simplest and working through some more complicated endeavors—that may assist you in bringing more engagement to your online classroom.
Clever ideas to improve engagement in your online course. Use them!
Establishing a connection with online learners is a demonstrated strategy for increasing student motivation in online classes (Jones, Kolloff & Kolloff, 2008) and a marker of instructor excellence (Palloff & Pratt, 2011). Employing the the behaviors and strategies noted below is an effective step towards making your online students’ learning more relevant and increasing their investment in your class (DuCharme-Hansen, Dupin-Bryant, 2005).
I dare you to read these lists of behavior and strategy ideas and not find something new. Great resource.
“When students relate to an online instructor as something more than a subject matter expert and begin to conceive of themselves as part of a larger community, they are more likely to be motivated, be satisfied with their learning, and succeed in achieving the course objectives (Picciano, 2002; Rovai & Barnum, 2003; Richardson & Swan, 2003). The end goals of humanized online learning are fostered through integrating learners voices, engaging students in the active construction of knowledge, fostering emotional connections, and providing students with choices. Ultimately, humanized learning increases the relevance of content to learners and improves one’s motivation to log-in week-after-week.”
There is lots to be learned by just reading the syllabus for this two week online training from Cal-State University Channel Islands!
This checklist represents the combined wisdom of many online professionals. The Online Professional Development program at UW-Stout uses this checklist to help orient all new online instructors.
“Approximately 70 percent of an instructors total effort for he entire course takes place during the precourse-through-first-week window, this is known as the 70/30 rule. Preparation and communication are the keys to success in all types of education but most especially in online education.”
~ Making the Move to eLearning Putting Your Course Online Kay Lehmann; Lisa Chamberlin