Online Course Evaluation and Reporting in Higher Education

2003 ◽  
Vol 2003 (96) ◽  
pp. 25-29 ◽  
Author(s):  
Kevin M. Hoffman
Keyword(s):  
Higher Education ◽  
Course Evaluation ◽  
Online Course

scholarly journals Online Course Design

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Sally J. Baldwin ◽  
Yu-Hui Ching
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Course Design ◽  
Online Courses ◽  
The United States ◽  
Course Evaluation ◽  
Online Course ◽  
Evaluation Instrument ◽  
Online Course Design ◽  
Quality Matters

The evaluation of online courses is an important step in providing quality online courses. There are a variety of national and statewide evaluation tools used to help guide instructors and course designers of online courses (e.g., Quality Matters, OSCQR). This paper discusses a newly released course evaluation instrument from Canvas, the second largest learning management system (LMS) used by higher education institutions in the United States. The characteristics and unique features of the Canvas Course Evaluation Checklist (CCEC) are discussed. The CCEC is also compared to established national and statewide evaluation instruments. This review is helpful for those interested in online course design and developments in the field of online education.

An Empirical Analysis Of Student Satisfaction Influential Factors In Online Learning

2011 ◽  
Vol 2 (1) ◽  
pp. 37
Author(s):  
Alina Payne ◽  
Reza G. Hamzaee
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Course Evaluation ◽  
Instructional Effectiveness ◽  
Influential Factors ◽  
Online Course ◽  
Course Effectiveness

There exists the need to better understand the effectiveness of online education.  In recent years, academic institutions (of higher education) have increased the number of online courses offered to students.  The purpose of this study is to identify the factors that are most influential in determining student satisfaction of overall course effectiveness and overall instructor effectiveness in online higher education.  The main research question is: What factors influence student satisfaction of overall course effectiveness and instructional effectiveness?  Through an application of step-wise regression procedure, hypotheses will be tested to determine any influential factors for students’ satisfaction with course and instructional effectiveness. The data source will be online course evaluation results at colleges in the state of Connecticut.  The results of the study will allow higher education administrators and instructors to make more effective decisions regarding online students, online course offerings, the distribution of funds within online education. Furthermore, the results will allow instructors to more effectively manage online courses, and allow students to increase personal effectiveness with respect to the online learning process.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

Education

2018 ◽  
Author(s):  
José van
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Big Five ◽  
Common Good ◽  
Business Models ◽  
Learning Processes ◽  
Online Course ◽  
Publicly Funded ◽  
Knowledge Based ◽  
Course Material

This chapter investigates how platformization is affecting the idea of education as a common good on both sides of the Atlantic. The growth of online educational platforms has been explosive, in both primary and higher education. Most of these educational platforms are corporately owned, propelled by algorithmic architectures and business models. They have quickly gained millions of users and are altering learning processes and teaching practices; they boost the distribution of online course material, hence impacting curriculums; they influence the administration of schools and universities; and, as some argue, they change the governance of (public) education as a whole. The chapter explores how, powered by the Big Five, these educational platforms are pushing a new concept of learning that questions values that are fundamental to publicly funded education: Bildung, a knowledge-based curriculum, autonomy for teachers, collective affordability, and education as a vehicle for socioeconomic equality.

Environmental service-learning approach in higher education – a descriptive case study on student-led life cycle assessments of university cafeteria meals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jonas Johannisson ◽  
Michael Hiete
Keyword(s):  
Higher Education ◽  
Life Cycle ◽  
Service Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Learning Approach ◽  
Graduate Course ◽  
Content Type ◽  
Descriptive Case Study

Purpose This study aims to share experiences of an easy to adapt service-learning approach in a graduate course on life cycle assessment (LCA). Specifically, it reports on how students helped the university’s cafeteria to assess meals by conducting an LCA for 25 meals and identifying environmental hotspots. Design/methodology/approach A descriptive case study of a graduate course at Ulm University is presented. The course included lectures and problem-based exercises, both theoretical and software assisted. A course evaluation was conducted during the course and one year after completion to poll improvement potentials, as well as its impacts on students’ everyday life. Findings It was found that although it was the first LCA for all students, the resulting LCA information of 25 different meals were homogeneous, comparable to the scientific literature and beneficial to the cafeteria’s sustainable development strategy. The concept of service-learning had a higher impact on students’ motivation than a good grade and active-learning is explicitly requested by students. The course design sensitized students to the real-life problems of LCA and made their consumption patterns more elaborate and ecological. Furthermore, this digitization of higher education could be carried out with only minor changes in the present COVID-19 pandemic situation. Originality/value As the subject of service-learning in natural sciences is still expandable, this study presents an easy to adapt case study on how to integrate such an approach into university curricula dominated by traditional learning. To the best of the authors’ knowledge, this case study presents the first published LCA university course explicitly describing and evaluating a service-learning approach. The topic touches the everyday lives of students, allows comparisons between different student groups, is easily scalable to different group sizes and credits, and supports learning both how to study in small groups and cooperation between groups to ensure comparability of LCA results.

USING CHATBOT FOR COURSE EVALUATION IN HIGHER EDUCATION

2021 ◽  
Author(s):  
Antonela Čižmešija ◽  
Goran Hajdin ◽  
Dijana Oreški
Keyword(s):  
Higher Education ◽  
Course Evaluation

Teaching Virtual Online Courses in an Era of Negative Student Reviews

2019 ◽  
pp. 20-37 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Higher Education ◽  
Mixed Methods Research ◽  
Online Courses ◽  
Teaching Approach ◽  
Student Outcome ◽  
Online Course ◽  
Delivery Methods ◽  
Feedback Analysis ◽  
Constructive Feedback ◽  
Student Grades

Students of higher education are complaining about their online courses or faculty perhaps because universities are pushing to have classroom lectures converted to virtual learning delivery methods but without hiring qualified professors and failing to train faculty to effectively teach online. Different skills are required to effectively teach online courses as compared to lecturing in the classroom. To examine this problem, the author discusses the results of a mixed-methods research design consisting of an experiment followed by constructive feedback analysis. The experiment measured student grades from a standard teaching approach as compared with applying constructivism theory in the same online course at a university. The student outcome effect size for the treatment group was substantial and the analysis of constructive feedback evidence from the students was moderately supportive of the teaching approach.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

Quality Online Learning in Higher Education

2019 ◽  
pp. 663-679
Author(s):  
Deborah G. Wooldridge ◽  
Sandra Poirier ◽  
Julia M. Matuga
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Postsecondary Education ◽  
Essential Role ◽  
Information Age ◽  
Traditional Education ◽  
Course Delivery ◽  
Online Course ◽  
Technological Changes ◽  
Cultural Issue

Traditional education systems alone, despite the essential role they have played and will continue to play in learning, are simply not capable of serving the world's growing and changing needs. The knowledge explosion, driven by the power of the network to connect people and spread ideas, has changed the very nature of learning. We must innovate and develop new modes of learning, both formal and informal, that meet the demands of the knowledge-driven economy in this information age. This chapter begins by identifying the technological changes that are affecting all societies and how these changes will specifically impact postsecondary education. The topic of course delivery within this chapter is viewed as a cultural issue that permeates processes from the design of an online course to the evaluation of an online course.

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