existing criteria determining course quality in distance education
TRANSCRIPT
EXISTING CRITERIA DETERMINING COURSE QUALITY
IN DISTANCE EDUCATION
Gülay EKREN
Sinop University
• what is quality assurance?
• what is quality assurance system?
• quality assurance in online distance learning (Stella, Gnanam, 2004; Latchem, 2014)
• different views on quality assurance in open and distance learning (Latchem and Jung, 2012)
International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University 2
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• the aim of this study is
– to examine the initiatives which provide to determine the course quality criteria in distance education in the context of higher education
– to make a descriptive analysis by presenting differences and similarities between the course quality measures.
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Aim
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International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• Accreditation in HE
• the main indicators for quality assurance and accreditation in HE
– student outreach, curriculum, courses and educational software, learning and teaching, student and staff support, assessment, evaluation and internal quality assurance systems, management, funding and staff(Chalmers, Johnston, 2012; Latchem, 2014)
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International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• Activities that create quality assurance in open and distance learning can be classified as:
– curriculum and teaching
– staff support
– student support
– student outputs (Kirkpatrick, 2005)
•
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International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• studies to determine course qualitycriteria in distance education
– QM (Quality Matters) Rubric Standards
– OLC (Online Learning Consortium) Standards
– OCEP (Online Course Evaluation Project) Standards
– E-campus Alberta Rubric Standards
– CHICO Rubric Standards
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International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• The Quality Matters Higher Education Rubric
– used to evaluate the design of online and blended courses
– critical course components areLearning Objectives , Assessment and Measurement, Instructional Materials, Course Activities and Learner Interaction, Course Technology
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International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• Quality Matters - Continuing and Professional Education Rubric
– for instructor-led, mentored, or self-managed online and blended courses
– but do not carry academic credit.
– a subscription is 500$
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International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• OLC (Online Learning Consortium) Standards
– measure and quantify elements of quality within an online education program
– also evaluate quality indicators in online courses
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International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• OCEP (Online Course Evaluation Project) Standards
– a project of the Monterey Institute for Technology and Education,
– non-profit organization
– identifies and evaluates existing online courses in higher education,
– considers the instructional and communication methods
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International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• E-campus Alberta Rubric Standards
– a resource for quality online curriculum development,
– used to assess existing courses or those under development
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International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• CHICO Rubric Standards
– a strategy of California State University
– represents a developmental process for online course design and delivery
– provides a means for an instructor to self-assess course(s)
OLC (Sloan-C) Criteria
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Chico Criteria
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OCEP Criteria
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E-campus Alberta Criteria
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QM Criteria –Higher Education
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QM Criteria - Continuing and Professional Education
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• Typically, distance courses are constructed by lecturers from traditional universities, sometimes in collaboration with distance education specialists.
• Their vision of what students or facultyneed to know and practise is colored by their work, and their identification with the standards of higher education(Nielsen, 1997)
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International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• This study presents a comparison of fivedifferent rubrics which share a commondesire: to advance the quality of open anddistance education courses.
• There are many differences between thecriteria of these rubrics. However, they allagreed on such criteria:
– Course information standards
– Learner support and resources
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International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
• There is also seen a lack of emphasis on integrative ideas and synthesis across criteria of open and distance education courses.
• Besides, in recent years, course criteria arebeing an important aspect of the accreditation in distance higher education.
• This study can be a guide for course developers in distance education, and also for any distance education institution which wants to conduct its own evaluationstandards for distance courses.
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• Latchem, C. (2014). Quality Assurance in Online Distance Education. In Zawacki-Richter, O., & Anderson, T. (Eds.), Online distance education: Towards a research agenda. Athabasca UniversityPress.
• Lagrosen, S., Seyyed-Hashemi, R., & Leitner, M. (2004). Examination of the dimensions of quality in higher education. Quality assurance in education, 12(2), 61-69.
• Mills, R. (2006). Quality assurance in Distance education—towards a culture of Quality: a casestudy of the Open University, United Kingdom (OUUK). Towards a Culture of Qualitya Ramzy, Edi, 135.
• Chalmers, D., & Johnston, S. (2012). Quality assurance and accreditation in highereducation. Quality assurance and accreditation in distance education and e-learning: models, policies and research, 1-12.
• Latchem, C., & Jung, I. (2012). Quality assurance and accreditation in open and distancelearning. Quality assurance and accreditation in distance education and e-learning, 13-22.
• Kirkpatrick, D. (2005). Quality assurance in open and distance learning. Commonwealth of Learning, Canada.
• Dean Nielsen, H. (1997). Quality assessment and quality assurance in distance teacher education. Distance Education, 18(2), 284-317.
• King, B. (2011). Transnational education and the dilemma of quality assurance. Paper presented to the Fourteenth Cambridge International Conference on Open, Distance and e-Learning. Retrieved November 24, 2016 from http://www.vhi.st-edmunds.cam.ac.uk/ events/past-events/CDE-conference/CDE-Papers/2011-authorsF-L
• http://www.montereyinstitute.org/pdf/OCEP%20Evaluation%20Categories.pdf
• https://www.qualitymatters.org/rubric
• https://www.qualitymatters.org/continuing-and-professional-education-rubric-program
• http://www.ecampusalberta.ca/files/rubricBooklet.pdf
• https://www.csuchico.edu/tlp/resources/rubric/rubric.pdf
• http://onlinelearningconsortium.org/consult/quality-scorecard/
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