Transcript CA12 - Howard University

CA12
Assessing Online Courses
Howard University
November 2013
Workshop Objectives
Upon completing this workshop, you will be able to do
the following:
1. Explain how the assessment of online courses differs
from that of face-to-face courses.
2. List the benefits of assessing online courses.
3. Access an online course on Blackboard.
4. Assess the design of an online course, using the
Quality Matters rubric.
5. Assess course delivery in an online course.
6. Introduce colleagues to CETLA’s resources for online
teaching.
Workshop Resources
CETLA’s DL Assessment Webpage
Definitions
• F2F (face-to-face)
• Hybrid* (30-79% online and
reduced classroom time)
• DL (80-100% online)
• Online (Hybrid* and DL)
• How many of you have taught an
online course?
• How many of you have taught
with Blackboard?
*aka “Blended”
Why Assess Online Courses?
Better Teaching
Better Student Learning
Reaccreditation
How Does Assessment Differ
for F2F vs. Online Courses?
F2F
• Students
– Student evaluations
– Student performance
• Peers
– Review of course materials
– Classroom observation
• Administrators
+ Implementation of policies
Online
• Students
– Student evaluations (online
with additional questions)
– Student performance
• Peers
– Review of course materials
– Course site visit
• Administrators
+ Implementation of policies,
including HU Distance Ed Policy
Why Should Peer Reviewers Visit the
Coursesite?
• The syllabus alone cannot reveal enough
about the course design and delivery.
• Poor course design or delivery can lead to high
student attrition rates and low student
achievement.
• Careful peer reviews of coursesites help
faculty improve their online courses.
Who Should
Visit the Course?
IDEALLY
• A team of three reviewers
• All experienced QMcertified online instructors
• One Master Reviewer
• One subject-matter expert
(SME)
• One external reviewer
REALISTICALLY
• A team of three reviewers
• At least one DL-certified
online instructor
• ?
• At least one subject-matter
expert (SME)
• ?
Note: Visitors should request background information
from the instructor (see the QM Instructor’s
Worksheet) prior to the visit.
How Can You • Ask the instructor to add
you as a student.
Visit a Course? • Ask the instructor to make
all assignments and tests
available—passwordprotected if necessary.
• Log into
http://howard.blackboard.
com.
• If you can’t log in, contact
ETS’s Blackboard System
Administrator, Umesh Giri
([email protected]).
•
•
•
•
What Affects the Quality of
Online Courses?
• Course content
Technology
• Course design
Administrative
infrastructure
• Course delivery
Faculty training
Student readiness
Why Is Assessing Course Design So
Important in an Online Course?
Watch this video: http://www.youtube.com/watch?v=OG9fnbqmdxA
“When learners can’t find what they need or are
confused about where to go and what to do, it is
harder for them to learn. Being an online learner
is challenging enough without these additional
barriers. Plus, frustrated learners tend to either
drop out or drive the instructor crazy….”
Patti Shank
How Can You Assess Course Design?
•
•
•
•
Use the Quality Matters (QM) rubric!
Based on research, best practices, and instructional
design principles
Aligned with national standards (e.g., Sloan
Consortium Pillars)
Aligned with accreditation standards for distancelearning (e.g., Middle States)
Consistent with HU Provost’s syllabus guidelines
What Is the QM Rubric?
Rubric Standards
Annotated Rubric
How Do You Rate a Course?
• If at least two reviewers agree that a course
meets a standard, award full points.
• If at least two reviewers agree that a course does
not meet a standard, do not award any points.
• A course must meet all 3-point standards.
• The instructor may make minor changes during
the review.
• An effective course will earn 81 of the 95 points
(85%).
Standard 1.1 “Instructions make clear how to get
started and where to find various course components.”
0 points
3 points
oi
nt
s
0%
3p
oi
nt
s
0%
2p
1p
oi
nt
0%
Standard 5.2 “Learning activities provide opportunities
for interaction that support active learning.”
0 points
3 points
oi
nt
s
0%
3p
oi
nt
s
0%
2p
1p
oi
nt
0%
Standard 6.3 “Navigation throughout the online
components of the course is logical, consistent, and
efficient.”
0 points
3 points
oi
nt
s
0%
3p
oi
nt
s
0%
2p
1p
oi
nt
0%
Why Is Assessing Course Delivery So
Important in an Online Course?
Watch this video:
http://www.youtube.com/watch?v=KgdzpIs4uAI&feature=player_embedded
How Can You Assess Course Delivery?
• Ask the instructor to generate two Blackboard
course reports:
– “Overall Summary of User Activity” for all
students
– “Overall Summary of User Activity” for the
instructor
• Visit the coursesite.
What Should You Look for in the Site?
What to Assess*
1. Social Presence &
Availability
2. Instructor Feedback
3. Student Retention
© The Learning House, 2013
What to Check
1. Announcements, Contacts,
Syllabus
2. Discussion Board and other
social media (but no access
to Grade Center)
3. Course activity report
(especially statistics for
Early Warning System,
Performance Dashboard,
and day-by-day student
“hits”)
What Should You Look for in the Site?
What to Assess*
4. Instructor Forum (or
Chatroom) Participation
5. Communication of University
and/or Course Policies
6. Pacing
© The Learning House, 2013
What to Check
4. Discussion Board and/or
Chatroom
(“Collaboration”)
5. Syllabus, Announcements,
and Content Areas
6. Announcements, Content
Areas, and External Links
(or “Resources”)
What DL resources does CETLA offer?
• Faculty can upload CETLA’s template to facilitate
course development and assessment.
• Faculty can earn Blackboard certification via
seven workshops, one three-day seminar, a
previous certificate, or a demo.
• Faculty can earn DL certification via a 5-day
online seminar, a certificate, or a demo.
• Faculty can find other resources on CETLA’s
Distance-Learning Resource webpage.