Grade Validity Of Online Quantitative Courses

2011 ◽  
Vol 2 (1) ◽  
pp. 71
Author(s):  
Judson C. Faurer
Keyword(s):  
Quality Control ◽  
Faculty Member ◽  
Online Courses ◽  
Degree Programs ◽  
Academic Rigor ◽  
Academic Institutions ◽  
Online Programs ◽  
Course Grades ◽  
Evaluative Criteria ◽  
Online Degree

Are prospective employers getting “quality” educated degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a student’s acquired knowledge in quantitative online courses need evaluation and thought to arrive at a more circumspect solution. Is the grade earned truly indicative of a student’s competency and level of acquired knowledge and understanding in an online quantitative course or merely an indication that the student somehow just satisfied proscribed evaluative criteria set by the faculty member without adequate measures of assessment?

scholarly journals Grade Validity Of Online Quantitative Courses

2013 ◽  
Vol 6 (1) ◽  
pp. 93 ◽  
Author(s):  
Judson C. Faurer
Keyword(s):  
Quality Control ◽  
Faculty Member ◽  
Online Courses ◽  
Degree Programs ◽  
Academic Rigor ◽  
Academic Institutions ◽  
Online Programs ◽  
Course Grades ◽  
Evaluative Criteria ◽  
Online Degree

Are prospective employers getting quality educated, degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a students acquired knowledge in quantitative online courses need evaluation and thought to arrive at a more circumspect solution. Is the grade earned truly indicative of a students competency and level of acquired knowledge and understanding in an online quantitative course or merely an indication that the student somehow just satisfied proscribed evaluative criteria set by the faculty member without adequate measures of assessment?

When Going Online Isn’t Going

2011 ◽  
pp. 234-246
Author(s):  
Elizabeth Osika ◽  
Rochelle Johnson ◽  
Rosemary Buteau
Keyword(s):  
Online Courses ◽  
State Funding ◽  
Degree Programs ◽  
State University ◽  
Southern State ◽  
Online Programs ◽  
Teaching Online ◽  
Future Success ◽  
Small Cohort ◽  
Enrollment Data

Over the last few years, Southern State University (SSU) has experienced a decline in enrollment and state funding. However, one aspect that holds promise, based on past enrollment data, is the potential movement towards providing online degree programs. While SSU provides rewards and encouragement for the development of online courses and programs, and students consistently are quick to fill the online sections, there has only been a small cohort of faculty who embrace teaching online. Therefore, there has been little to no growth in the number of online courses compared to other schools in the area, and not a single program has been established as being offered completely online. SSU is now faced with the issue of how to convince the heavily unionized faculty and other stakeholders that movement to the offering of online programs is a vital aspect of the university’s future success.

Approaches to Delivering Online Programs in Kinesiology

2014 ◽  
Vol 3 (4) ◽  
pp. 200-208 ◽  
Author(s):  
Charity Bryan
Keyword(s):  
Online Instruction ◽  
Online Courses ◽  
Academic Rigor ◽  
Online Programs ◽  
Online Delivery ◽  
Face To Face ◽  
Online Implementation ◽  
Facilitators And Barriers ◽  
Faculty And Administrators

The proliferation of online courses and programs has impacted kinesiology programs across the country. The process of providing online instruction, while popular with students, is often daunting to the kinesiology programs that must navigate this process. Recommendations for transitioning courses and programs from face-to-face to online are offered from both the faculty and administrative perspective. Maintaining academic rigor in online kinesiology courses and program is also essential to the dialogue and for ensuring success. Many kinesiology courses and programs are well suited for online delivery and demand for these programs is high. Kinesiology faculty and administrators should understand both the facilitators and barriers to online implementation.

scholarly journals An Advising Initiative for Online Students on Academic Probation

2019 ◽  
Vol 39 (1) ◽  
pp. 5-21
Author(s):  
Nathan Miller ◽  
Katherine Greer ◽  
Lindsey Cozier ◽  
Stephanie Whitener ◽  
Jerry Patton ◽  
...  
Keyword(s):  
Academic Advising ◽  
Online Courses ◽  
Academic Probation ◽  
Postsecondary Institutions ◽  
Degree Programs ◽  
Academic Experience ◽  
Online Students ◽  
Residential Students ◽  
Academic Standing ◽  
Online Degree

Online courses are increasingly popular with students, and postsecondary institutions are increasing the availability of online courses and degrees. Continued improvements in the academic experience, including academic advising, for students attending online degree programs will be expected as more students take these courses. This article provides an example of how institutions can improve academic advising for online students. An advising initiative designed for residential students on academic probation was adapted for use with online students on academic probation. Discussion of the advising approach used with both populations is included. Outcomes included improved academic standing for both student populations.

A Holistic Approach to Integrating ePortfolios as Instructional Methods in Online Programs

2020 ◽  
pp. 271-289
Author(s):  
Barbara Miller Hall ◽  
Miranda R. Regnitz
Keyword(s):  
Student Engagement ◽  
Instructional Methods ◽  
Holistic Approach ◽  
Instructional Method ◽  
Evidence Based ◽  
Degree Programs ◽  
Digital Portfolios ◽  
Online Programs ◽  
Online Degree ◽  
Course Integration

The purpose of this chapter is to review a holistic approach to the integration of digital portfolios (“ePortfolios”) as an instructional method in online degree programs. The chapter reviews the evidence-based best practices that support four phases to the integration of ePortfolios as an instructional method in online degree programs: scaffolding, tutorials, course integration, and student engagement. Each phase offers a different way to make a lasting impact on students. The innovative instructional method is not the portfolio itself, the supporting tutorials, or any one piece of the ePortfolio project. Rather, the true innovation is the project as a whole, taking a holistic look at how portfolios fit into the program and how to support the development and evaluation of the portfolio for both students and faculty.

Inside the Black Box Schools, Centers, Degrees, and Curricula

2019 ◽  
pp. 49-63
Author(s):  
James W. Dean ◽  
Deborah Y. Clarke
Keyword(s):  
Black Box ◽  
Degree Programs ◽  
Academic Institutions ◽  
Administrative Units

This chapter goes inside academic institutions and describes schools, centers, institutes, degree programs, and administrative units that comprise a university. We also discuss how curriculum is created and updated, as well as innovations in teaching and pedagogy.

High Tech, High Touch, High Context

2014 ◽  
pp. 30-48
Author(s):  
Matthew Eichler ◽  
Carrie J. Boden-McGill ◽  
Tennille Lasker-Scott
Keyword(s):  
Student Perceptions ◽  
Online Courses ◽  
Retention Rate ◽  
Social Needs ◽  
High Tech ◽  
Degree Programs ◽  
Graduate Degree ◽  
Online Classes ◽  
Graduate Degree Programs ◽  
The Social

In this chapter, the authors explore the challenge of maintaining a “high touch” learning environment in online and hybrid adult graduate degree programs. The literature suggests that although online degree programs are popular, the retention rate in online classes is low, and online courses may not meet the social needs of adult learners. Few interventions thus far have been successful. The authors used learning pods, small, geographically-oriented teams of students working on individual learning projects as self-directed communities of scholars, as an intervention. Student perceptions of learning pods are explored in this chapter, and suggestions for practice based on student feedback are offered.

Case Study

2018 ◽  
pp. 45-68
Author(s):  
Sophia Palahicky ◽  
Adrianna Andrews-Brown
Keyword(s):  
Online Instruction ◽  
Online Courses ◽  
Orientation Programs ◽  
Design Development ◽  
Student Orientation ◽  
Online Programs ◽  
Online Orientation ◽  
Instructor Presence ◽  
New Students

Student orientation programs can enhance new student self-esteem, which is in turn a significant positive predictor of personal, social, and academic achievement (Hickman, Bartholomae, & McKenry, 2000). Furthermore, these programs can help students develop the basic technical skills they will need to be active learners. According to Dixson (2010), research into effective online instruction supports the argument that “online instruction can be as effective as traditional instruction, [and] to do so, online courses need cooperative/collaborative (active) learning, and strong instructor presence.” Likewise, online orientation programs for new students must provide opportunities for active engagement and strong facilitator presence to be effective. This chapter presents a case study that describes the design, development, implementation, and evaluation of the online orientation modules for new students at a Canadian postsecondary institution that offers primarily blended and online programs.

Education Balanced Scorecard for Online Courses

2012 ◽  
pp. 441-462
Author(s):  
Kenneth David Strang
Keyword(s):  
Student Performance ◽  
Balanced Scorecard ◽  
Best Practice ◽  
Online Courses ◽  
Management Science ◽  
Lessons Learned ◽  
The Balanced Scorecard ◽  
Program Success ◽  
Course Grades ◽  
Science Philosophy

This case presents a best-practice in higher education, whereby a balanced scorecard approach was used to assess the effectiveness of a distance education (online) course in an accredited business degree program at an Australian public university. The assessment rubric was created by applying the concept of the balanced scorecard (from management science) to measure student performance, satisfaction, as well as content and delivery effectiveness. Performance was derived from the course grades while a validated survey instrument was utilized to gather estimates of all other factors from the students. One of the key lessons-learned in the case was that rather than reinvent the wheel, it was better to reuse accreditation surveys designed for the classroom to assess online courses and leverage the management science philosophy of measuring more than just performance to evaluate program success. Similar scorecard concepts have already been applied in U.S. universities, thus their differences with this case are also discussed.

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