1. Qualityin Online Education

2. Barry Dahl dot com 3. QualityDefinition?high grade; superiority; excellence 4. Qualityin Manufacturing Definition?What does ISO say? InternationalOrganization for Standardization 5. ISO 8402:1986 This ISO standard defines qualityas the totality of features andcharacteristics of a product orservice that bears its ability tosatisfy stated or implied needs. 6. Another Definition In manufacturing, a measure ofexcellence or a state of being free fromdefects, deficiencies, and significantvariations, brought about by the strictand consistent adherence to measurableand verifiable standards to achieveuniformity of output that satisfiesspecific customer or user requirements. 7. Qualityin EducationDefinition?High standards, consistently applied,with efficiency or value for money 8. Qualityin Education Definition?Or, what D. Green said in 1994What is quality in higher education?Buckingham, U.K.: SRHE and The Open University Press. 9. What is quality in higher education? quality is a relative concept, ....differentinterest groups or stakeholders in highereducation have different priorities and theirfocus of attention may be different. The bestthat can be achieved is to define as clearly aspossible the criteria that each stakeholderuses when judging quality, and for thesecompeting views to be taken into accountwhen assessments of quality are undertaken(p. 17). 10. The e-Learning BattleE-Learning AtheistsE-Learning ZealotsImages purchased & edited by Barry Dahl: rights reserved 11 11. The e-Learning BattleE-Learning Atheists These are thenaysayers. They dont believethat anything goodcan come from onlinelearning. In fact, theyre prettysure that its theDEVIL. 12 12. Sample Atheist CommentOnline education is fake-education.It is not "real". Convenient? Yes.Profitable? Yes. Popular withstudents who mostly just want a"degree"? Yes.And it is garbage in the end.Source: http://chronicle.com/article/How-Big-Can-E-Learning-Get-At/128809/ 13 13. The e-Learning Battle The Zealots are thosewho tout the benefitsof online learningwithout having anyevidence to back it up. Zealots begin many oftheir sentences withone time there wasthis one student E-Learning Zealots 14 14. Sample Zealot CommentAnd here we are, in 2011, fer cryinaloud,with dodgy naysayers STILL kicking andscreaming and throwing fits in regardsto online teaching and learning. Get over it,already the days of having students seatedaround your flowing toga in utter awe of yourknowledge and acumen areLONG GONE. Welcome to the present. Source: http://chronicle.com/article/How-Big-Can-E-Learning-Get-At/128809/15 15. e-Atheists Viewpoints1. Online students are missing the true college experience.2. Online students are lonely.3. Online students cant possibly learn as much.4. Online students are being ripped off. 16. e-Atheists Viewpoints1. Online students are missing the true college experience.2. Online students are lonely.3. Online students cant possibly learn as much.4. Online students are being ripped off. 17. Qualityin Online EdDefinition? 18. E-Learning Quality = Quality Matters Right? 19. Through the use of rubrics and standards related to the quality of online courses (i.e. Quality Matters), we aresufficiently addressing the questions about e-learning quality60% 1.Real ityReality40% Myth2.Myth 20. Quality Matters is Sufficient Um, no, it isnt!! Quality Matterslooks at the qualityof course design. Thats good, but itsonly one leg holdingup the stool. 21. Quality Matters is SufficientLearning Um, no, it isnt!! Quality Matterslooks at the qualityof course design.Quality Thats good, but itsConcernsonly one leg holdingup the stool. TeachingDesign 22. 3 Major Components of e-QualityLearning Level Is High Learning AssessmentTeaching Level Course Design Is HighMeets Standards 23. Possible Reasons?Learning LevelIs Low Learning AssessmentTeaching Level Course Design Is HighMeets Standards 24. Is This a Problem?Learning Level Is High Learning AssessmentTeaching Level Course Design Is HighBelow Standard 25. Independent Study, Perhaps?Learning Level Is High Learning AssessmentTeaching Level Course DesignIs LowMeets Standards 26. Beautiful, Just BeautifulLearning LevelIs Low Learning AssessmentTeaching Level Course DesignIs LowMeets Standards 27. Maybe, but unlikelyLearning LevelIs Low Learning AssessmentTeaching Level Course Design Is HighBelow Standard 28. Triple Ick Just Start Over?Learning LevelIs Low Learning AssessmentTeaching Level Course DesignIs LowBelow Standard 29. QualityWe know it when we see it 30. Expectations about Completion 31. Weekly News Articles 32. CCRC Reports: Washington & Virginiahttp://ccrc.tc.columbia.edu/Publication.asp?UID=872 33. CCRC Reports: Washington & VirginiaWashington State community and technical colleges in the fall of 2004.Students were tracked for nearly five years, until the spring of 2009students were more likely to fail or withdraw fromonline courses than from face-to-face courseswere slightly but significantly less likely to attain aneducational award or transfer to a four-year institutionhttp://ccrc.tc.columbia.edu/Publication.asp?UID=872 34. Say What? slightly but significantly less likely Translation Im really, really surethat there is a very small difference. 35. What are ReasonableExpectations for Completion Rates for Online Learners?And how do you know? Is completion ameasure of quality? 36. Cant Sleep? Read Some Commentshttp://chronicle.com/article/Why-Are-So-Many-Students-Still/127584/ 37. The Author Asks But isnt it time that we had an honest nationalconversation about online learning? Withcountless studies showing success rates inonline courses of only 50 per centasopposed to 70-to-75 percent for comparableface-to-face classes isnt it time we askedourselves some serious questions? Such as:Should every course be taught online? Andshould we allow every studentor any studentwho wishes toto take online courses? 38. Lets Find Some Data! 39. U of Central Florida Center for Distributed Learning On the average, fully online courses haveslightly lower success rates and higherwithdrawal rates than either their face-to-face or Web-enhanced counterparts http://cdl.ucf.edu/research/rite/dl-impact-evaluation/#Success 40. U. North Texas Spring 2007 Definitions make a difference: Completion: finished the course received an A,B,C,D,F grade (no W,I) Success: is defined as earning a gradeof A, B, or C for an undergraduatecourse. 41. U. North Texas Spring 2007Undergraduates (n=7,730) Success 74% Success80%Completion93%Completion95% 0%20% 40% 60% 80% 100% 42. UIS (Springfield) Online Course Data Completion %Summer 07 Compare Spring 07To 96%Fall 06On CampusSummer 06 Spring 06Fall 05 90%91%92%93%94% 95% http://online.uis.edu/info/completion.html 43. Bellevue CC Online Course Successhttp://www.sbctc.edu/docs/data/stdt_success_retention_in_online_courses_bcc.pdf 44. What are theExpectations? 45. Expectations of Success Rates?On-ground Success25%75%A,B,C D,F,W 46. Expectations of Success Rates?On-ground Success Online SuccessEqual?25% 25%75% 75%A,B,C D,F,W A,B,C D,F,W 47. Expectations of Success Rates?On-ground Success Online SuccessWHY?25% 25%75% 75%A,B,C D,F,W A,B,C D,F,W 48. Why, indeed. For example Do we expect that every mathinstructor will have the samesuccess rates? 49. Why, indeed. For example Do we expect that theaccounting program and theart program will have the samesuccess rates? 50. Why, indeed. For example Do we expect that the urbancommunity college and therural community college willhave the same success rates? 51. LSC 3 yrs Developmental CoursesPassing Grades: A,B,C 67.8%68%66% 60.9%64% 58.5%62%60%58%56%54%52%Online Day Night 52. LSC 3 yrs Developmental CoursesPassing Grades: A,B,C 67.8%68%66% 60.9%64% 58.5%62%60%58%56%54%52%Online Day Night 53. Demographics Differences?Gender On-Campus Gender Online68%50%50%32%Male FemaleMale Female 54. More Differences?On-Campus AgesOnline Ages49% 35%65% 51%24 & 25 & 24 & 25 & 55. First-time Learners? Each term, howmany studentsare sitting in a F2F(traditional)classroom for thevery first time?Est. < 1% 56. First-time Learners? Each term, how Each term, howmany studentsmany onlineare sitting in a F2F students are(traditional)sitting in anclassroom for theonline classroomvery first time? for the very first time?Est. < .1% Est. >= 40% 57. Instructors? Do we expect that the newonline instructors will have thesame success rates asexperienced onlineinstructors? 58. Typical Learning Curve90% Success Rates New Online Instructors80%Instructor 1Intsructor 270% Instructor 360%Term 1 Term 2 Term 3 Term 4 Term 5 59. Fair Comparison?On-GroundOnline SuccessRates=SuccessRates 60. Fair Comparison? = 61. Fair Comparison? CourseWithdrawal =Academic Non-success 62. A Perspective from David Diaz However, I believe that many onlinestudents who drop a class may do sobecause it is the right thing to do. In otherwords, because of the requirements ofschool, work, and/or family life ingeneral, students can benefit more from aclass if they take it when they have enoughtime to apply themselves to the class work. http://technologysource.org/article/online_drop_rates_revisited 63. A Perspective from David Diaz Thus, by dropping the class, they may bemaking a mature, well-informed decisionthat is consistent with a learner withsignificant academic and life experience.This explanation would be consistent withtheir demographics while calling intoquestion the idea that these students areacademically unsuccessful or possessinferior academic abilities. http://technologysource.org/article/online_drop_rates_revisited 64. What to doAbout It? 65. Potential Good Practices To help improve completion/successrates, consider the following: Required new online student orientation Additional support mechanisms beyond theinstructor Early intervention when they start fallingbehind Formalizing your expectations for onlinelearners and online faculty 66. More Potential Good Practices To help improve completion/successrates, consider the following: Require interaction - no electroniccorrespondence courses Mid-term course evaluations Shorter class lengths (8 wks or less) Provide better consumer information pre-enrollment Professional Development Opportunities 67. One ExampleShorter Course Lengths 68. Why Dont Adult Students Persist? From the Maricopa CC System: 10% due to academic reasons such ascourse too hard or too heavy a load. 65% due to life interruptions (includes thenormal things of family or jobissues, illness, etc. etc.)Source: Ron Bleed, CIO of Maricopa CC(retired) 69. Example of Life InterruptionPsychologyPsychology Psychology 12 Weeks Invested,Humanities Humanities Humanities 12 CreditsPaid For, No CreditsEarned, BiologyBiology BiologyWith Little Incentive To Return HistoryHistory History4 weeks 8 weeks 12 weeks 70. Alternate OutcomePsychology12 WeeksInvested,12 Credits Paid For, Humanities 9 Credits Earned,With MoreIncentiveBiology To Return History - No 4 weeks8 weeks 12 weeks 71. Alternate Outcome #2Psychology 12 Weeks Invested, 12 CreditsPaid For,Humanities6 CreditsEarned, With Some Incentive Biology - NoTo Return History - No4 weeks8 weeks12 weeks 72. LSC FY2010 All Online Courses 26.2%3.002.9330%20.7% 2.9025%20% 2.80 2.7515% 2.7010% 2.60 5% 2.50 0% D,F,WGPA8-week16-week8-week16-week 73. The Role of Course Designin Online QualityIts the start, not the ending 74. Course Design Rubrics Can Help But they only go so far. Did the interactions actually occur? Did the feedback actually happen ina timely manner? The design rubric is only part of theanswer. 75. Course Design Rubrics Can HelpV. LEARNER INTERACTIONGeneral Review Standard: The effective design of instructor-learner interaction andmeaningful learner cooperation is essential to learner motivation, intellectual commitment,and personal development. (From LSC Course Design Rubric)Specific Review Standards PointsV.1 The course design provides learning activities tofoster instructor-student, content-student, and if 3appropriate, student-student interaction.V.2 The student requirements for course interactionare clearly articulated. 3V.3 Clear standards are set for instructor responseand availability (turn-around time for email, grades 2posted, etc.) 76. Do You Evaluate Teaching Quality? If not, why not? If so, what do you base theevaluation on? How clear are the expectations ofthe factors upon which they will beevaluated? 77. Expectations for (of) Faculty Links to these pages at:http://xlents.com 78. St. Petersburg College Examples of posted expectations for faculty: Respond to email within 24 hours, 5 of the 7days a week at the instructors discretion. Exam marked within 7 days of due date. Assignment marked within 7 days of due date Routine updates to all students every 7 days. 79. Lawrence Tech University Examples of posted expectations for faculty: Check the discussion forum daily and be sureto post responses to student contributions atleast four times weekly. 80. Penn State Examples of posted expectations for faculty: The instructor is asked to grade and submitto students all digitally formattedassignments and exams within two businessdays of receipt. 81. Colorado CC Online Examples of posted expectations for faculty: As mandated by our NCAaccreditation, CCCOnline courses cannot beself-paced. Therefore, CCCOnline requiresfaculty to create a Course Schedule thatprovides unit, week, and specific activitydates. Instructor responds individually to all studentintroductory posts. 82. Lake Superior Examples of posted expectations for faculty: Course Outlines: There is only one official courseoutline for each course title offered at LSC. Thismeans the following: Delivery method is not generally considered during the curriculum approval process. Each class syllabus should include the official course outcomes regardless of the delivery method employed. Each class syllabus should include the official course description regardless of the delivery method employed. 83. College expectations of online faculty Sample of possible topics: Example - Final Exams: Course design Online faculty are expectedto give final exams (or due Interaction w/students dates for other types offinal projects) during the Online office hoursfinal exam period as Feedback/response time established and posted bythe college. Final exams The final exam period Proctored examstypically consists of fourweekdays and may or may Due dates/timesnot include a weekend.This schedule is posted on Sick/Personal leavethe college website andotherwise makes theinformation available to allfaculty. 84. ComprehensiveFaculty Evaluations 85. Evaluation Components1. Self Evaluation2. Professional Development Plan3. Course Evaluations (by students)4. Course Observation (by admin) 86. Classroom Observation An AdministratorsRight? 87. Basic Expectations 1A 88. Basic Expectations 1A 89. Basic Expectations 1A 90. Learning Experiences 2A 91. Learning Experiences 2B 92. Activity & Interactivity 3E 93. Where is the Value in eLearning? Why is SJC engaged in eLearning? What are the benefits to the school? What are the driving factors? 94. To Make a Difference 95. Qualityin Online Education DiscussionTime