scholarly journals Improving the K-12 Online Course Design Review Process: Experts Weigh in on iNACOL National Standards for Quality Online Courses

2017 ◽  
Vol 18 (3) ◽  
Author(s):  
David Adelstein ◽  
Michael K. Barbour
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Online Courses ◽  
National Standards ◽  
Online Course ◽  
Second Phase ◽  
Validity And Reliability ◽  
Online Course Design ◽  
Research Perspective ◽  
K 12

<p class="3">Within the K-12 online learning environment there are a variety of standards that designers can utilize when creating online courses. To date, the only research-based standards available are proprietary in manner. As such, many jurisdictions have begun adopting online course design standards from the leading advocacy organization, which that have yet to be validated from a research perspective. This article reports on the second phase of a three-stage study designed to examine the validity and reliability of the iNACOL <em>National Standards for Quality Online Courses</em>. Phase two utilizes two groups of expert reviewers to examine and provide feedback with goal of further refining these standards (after the standards had been scrutinized through the lens of the available K-12 online learning literature).</p>

Most courses are not born digital

2014 ◽  
Vol 31 (4) ◽  
pp. 217-229 ◽  
Author(s):  
Evangeline Marlos Varonis
Keyword(s):  
Online Learning ◽  
Peer Review ◽  
Review Process ◽  
Course Design ◽  
Online Courses ◽  
Peer Review Process ◽  
Online Course ◽  
Shared Services ◽  
Online Course Design ◽  
Content Type

Purpose – The purpose of this paper is to discuss benefits of and barriers to online learning and describe utilization of the Quality Matters (QM) peer review process as a method to assure the quality of online courses. It outlines the QM higher education rubric, explains how the collaborative QM peer review process facilitates online course design and certification, reports on the development of a statewide consortium in Ohio, and explores future directions in online courses. Design/methodology/approach – This paper offers a brief historical review of the incorporation of technology into teaching and learning. It describes attitudes toward online learning and the creation of the non-profit QM program as a vehicle for improving online course design. It summarizes the eight standards of the QM rubric, describes the QM peer review process, and discusses the implementation of the Ohio QM Consortium (OQMC) as a shared services model. Findings – Given existing barriers to online learning, the QM program can improve learning outcomes by offering best practices in online course design, validating the quality of online courses, encouraging faculty buy-in through a focus on design rather than content, and facilitating degree completion through recognition of quality courses. Practical implications – Institutions that seek to validate online course quality in a cost-effective manner can explore a shared services model such as that developed by the OQMC. Originality/value – This paper introduces to an international audience a program and process, widely implemented in the USA, which encourages inter-institutional cooperation and promotes a supportive culture among online educators.

Authentic Learning in Online Courses

2012 ◽  
pp. 82-94 ◽  
Author(s):  
Deb Gearhart
Keyword(s):  
Online Learning ◽  
Real World ◽  
Course Design ◽  
Online Courses ◽  
Authentic Learning ◽  
Learning By Doing ◽  
Online Course ◽  
Instructional Designers ◽  
Online Course Design ◽  
Design Students

The purpose of this chapter is to describe authentic learning, review the literature pertaining to authentic learning, discuss the benefits for online learning, and provide a model for the use of authentic learning in online course design. Students comment they are motivated by solving real-world problems and often express a preference for doing rather than listening. At the same time, most educators consider learning by doing the most effective way to teach (Lombardi, 2007). The chapter will be beneficial to instructors and instructional designers alike.

scholarly journals 9. Quality Matters: A Faculty-Centred Program to Assure Quality in Online Course Design

2011 ◽  
Vol 3 ◽  
pp. 49 ◽  
Author(s):  
Kay Shattuck
Keyword(s):  
Review Process ◽  
Course Design ◽  
Online Courses ◽  
Peer Review Process ◽  
Research Literature ◽  
Quality Assurance Program ◽  
Online Course ◽  
Design Standards ◽  
Online Course Design ◽  
Quality Matters

One of the dilemmas faced by today’s faculty is assuring quality in online courses. As one solution to that dilemma, Quality Matters (QM), a program of MarylandOnline, built a rubric of design standards informed by existing research literature and best practices. The rubric was implemented within a faculty-centred, peer review process in which colleagues share their expertise to facilitate course design improvements and to achieve an established level of quality in online course design. This article will describe the basic tenets and processes of QM as an inter-institutional quality assurance program for online learning.

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.

scholarly journals Online versus Face-to-Face: Students' Preferences for College Course Attributes

2014 ◽  
Vol 46 (1) ◽  
pp. 1-19 ◽  
Author(s):  
John T. Mann ◽  
Shida R. Henneberry
Keyword(s):  
Course Design ◽  
Online Courses ◽  
Online Course ◽  
Course Selection ◽  
Online Course Design ◽  
Design Technology ◽  
Face To Face ◽  
Early Afternoon ◽  
College Course ◽  
Attribute Information

The objectives of this article were to determine: 1) students' preferences for college course attributes; and 2) how the amount of course attribute information impacts enrollment. Results indicate students had the highest preferences for face-to-face (F2F) courses offered late morning and early afternoon and two to three days per week. Students selected online over F2F courses depending on course makeup; for example, course topic, online course design technology, and when the F2F version was offered. Additionally, students selected online courses more frequently when additional online course attribute information was available during course selection.

scholarly journals Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond

2016 ◽  
Vol 20 (3) ◽  
Author(s):  
Leanna Archambault ◽  
Kathryn Kennedy ◽  
Joe Freidhoff
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Research Policy ◽  
Online Course ◽  
State School ◽  
Policy And Practice ◽  
Virtual University ◽  
National Organizations ◽  
Learning Research ◽  
K 12

Policy surrounding K-12 online learning continues to evolve as the field grows exponentially. In Michigan, Section 21f of the State School Aid Act enacted in 2013 strengthened parents’ and students’ ability to request online courses: “A student enrolled in a district in any of grades 6 to 12 is eligible to enroll in an online course as provided for in this section.” The passing of 21f raised concerns around accountability in a choice environment. Examples of such concerns included a pervasive belief about the lack of rigor or quality in online courses, an aversion to another district educating a student for one or two courses yet remaining responsible for that student’s growth, and uncertainty about how mentors and teachers would be evaluated on their online students. Consequently, a legislative directive was issued to the Michigan Virtual Learning Research Institute, the research arm of Michigan Virtual University that centered on accountability. In response to that directive, Michigan stakeholders, as well as experts from other course access states and national organizations, were interviewed to better understand the conversations surrounding accountability in K-12 online learning in Michigan and beyond and to make key recommendations for moving the field forward in an informed way. Data were analyzed using thematic analysis. Implications for research, policy, and practice are shared.

The Burden of Alleviating the Burden During a Pandemic: Emotional literacy as a tool for online course design, adaptation, and evaluation

eLearn ◽  
2021 ◽  
Vol 2021 (4) ◽  
Author(s):  
Petra Robinson ◽  
Maja Stojanović
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Course ◽  
Future Research ◽  
Graduate Level ◽  
Emotional Literacy ◽  
Online Course Design

During the COVID-19 pandemic, most, if not all, courses were shifted to online learning formats. In this article, we share our experiences related to teaching and learning in a completely online, condensed (seven-week) graduate-level course during the fall 2020 semester. More specifically, we discuss the important role of emotional literacy as a mechanism for framing online course design, adaptation, and evaluation. We explore emotional literacy in terms of its necessity in teaching and learning in online contexts during a pandemic, beyond the scope of other obviously important non-traditional literacies, such as technological and informational literacies. To conclude, we offer practical suggestions for online course design, adaptation, and evaluation using emotional literacy as a framework and provide considerations for future research.

The Forgotten Teachers in K-12 Online Learning

2014 ◽  
Vol 4 (3) ◽  
pp. 18-33 ◽  
Author(s):  
Michael Kristopher Barbour ◽  
David Adelstein ◽  
Jonathan Morrison
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Online Course ◽  
Virtual High School ◽  
Web Based ◽  
Course Content ◽  
Telephone Interviews ◽  
Use Of Technology ◽  
Learning Programs ◽  
K 12

Like many K-12 online learning programs, the Illinois Virtual High School (IVHS) began by utilizing vendor content to populate its online courses. In its fourth year, the IVHS began a concerted effort to design more of its own online course content internals. The aim of this study was to examine the nature of the support needed and application of tools used by IVHS course developers. The data consisted of a two-part, web-based survey and telephone interviews that were analyzed using descriptive statistics and inductive analysis. The results showed these developers had a strong desire to use interactive elements in their course as well as working in cooperative teams. Further, developers were opposed to using a forced template, but indicated a need for general structural guidance and additional professional development. Finally, developers recommended that subject matter teacher-developers and multimedia specialists be split into two separate roles, and these individuals work together as a part of a design team. Further research should be conducted on the intended use of technology tools requested.

scholarly journals A “just-in-time” pragmatic approach to creating Quality Matters-informed online courses

2020 ◽  
Vol 121 (5/6) ◽  
pp. 365-380
Author(s):  
Angela P. Murillo ◽  
Kyle M.L. Jones
Keyword(s):  
Online Education ◽  
Course Design ◽  
Online Courses ◽  
Online Course ◽  
Pragmatic Approach ◽  
Online Course Design ◽  
Content Type ◽  
Quality Matters ◽  
Formal Quality ◽  
The Creation

Purpose Quality Matters is one of the most widely regarded standards for online course design. Due to the COVID-19 pandemic, many instructors have needed to quickly convert face-to-face classes into an online environment. However, many instructors do not have online education expertise. Standards such as Quality Matters can help guide the creation of quality online course environments. This paper aims to provide a research-based and pragmatic approach for creating QM-informed online courses. Design/methodology/approach The Quality Matters Standards Rubric consists of eight General and 42 Specific Review Standards. Each standard was analyzed to determine the ease of implementation and implementation approach for a Quality Matters-informed online course template. Findings Of the 42 specific review standards, 16 (38%) are easily achievable, 20 (48%) are achievable, but required some intervention, and six (14%) are difficult to achieve through a course template. Practical implications This study provides guidance for implementing Quality Matters-informed online course design. As many instructors without an instructional design or online education background now need to conduct online classes, Quality Matters provides structure and guidance to assist with creating high-quality learning environments. As receiving formal Quality Matters certification is time-consuming and requires peer-review, this research provides guidance to create Quality Matters-informed online courses in a timely manner. Originality/value This study is particularly timely due to the COVID-19 pandemic and will help prepare instructors for any second-wave scenarios. Furthermore, through providing guidance on the creation of Quality Matters-informed online course design, this paper will help instructors have a greater chance of instructional success for online course delivery.

scholarly journals Head of gold, feet of clay: The online learning paradox

2011 ◽  
Vol 12 (2) ◽  
pp. 19 ◽  
Author(s):  
Thomas Michael Power ◽  
Anthony Morven-Gould
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Course Design ◽  
Course Delivery ◽  
Online Course ◽  
Actual Number ◽  
High Quality ◽  
Online Course Design ◽  
Course Materials ◽  
Learning Paradox

Although online learning (OL) is becoming widely accessible and is often viewed as cutting-edge, the actual number of regular faculty participating in this form of teaching remains small. Moreover, OL, despite its growing recognition, is often associated with high rates of student dissatisfaction and isolation, withdrawal, and attrition. Furthermore, although administrators typically champion support of OL, they often seem unable or unwilling to marshal the necessary financial, human, and technological resources to produce high-quality course materials and to effect efficient course delivery. In short, online learning seems paradoxically to be both booming and busting simultaneously. It is expanding supply yet hitting similar obstacles that distance education encountered generations earlier. Under these circumstances, OL is unlikely to become mainstream without a major redirection. This article applies economic principles and concepts to OL. The revised conceptualization posits that an understanding of stakeholder priorities is the key to improved online course design and delivery.<input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

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