High Quality Online Programs

2019 ◽  
pp. 230-253
Author(s):  
Sharon E. Norris
Keyword(s):  
Online Education ◽  
Graduate Education ◽  
Online Courses ◽  
Colleges And Universities ◽  
High Quality ◽  
Student Centered ◽  
Online Programs ◽  
College And University ◽  
New Locations ◽  
University Leaders

The development of high quality online programs requires ongoing commitment and dedication at all levels of colleges and universities. The availability of online programs and courses benefits working adults by making access to graduate education possible. Online education is also advantageous to the growth of colleges and universities by expanding market reach without requiring major capital expenditures for buildings and operational support staff in new locations. Even though there is ease of entry into new markets with online courses and programs, college and university leaders cannot ignore the need for integrating online programs with the entire institution and providing necessary support services to students and faculty. To ensure high quality in online program offerings, support for online programs must be embedded throughout the various departments within the institution. The role of leadership and teamwork is vital to developing high quality online programming and student-centered support for graduate education.

High Quality Online Programs

2021 ◽  
pp. 1552-1570
Author(s):  
Sharon E. Norris
Keyword(s):  
Online Education ◽  
Graduate Education ◽  
Online Courses ◽  
Colleges And Universities ◽  
High Quality ◽  
Student Centered ◽  
Online Programs ◽  
College And University ◽  
New Locations ◽  
University Leaders

The development of high quality online programs requires ongoing commitment and dedication at all levels of colleges and universities. The availability of online programs and courses benefits working adults by making access to graduate education possible. Online education is also advantageous to the growth of colleges and universities by expanding market reach without requiring major capital expenditures for buildings and operational support staff in new locations. Even though there is ease of entry into new markets with online courses and programs, college and university leaders cannot ignore the need for integrating online programs with the entire institution and providing necessary support services to students and faculty. To ensure high quality in online program offerings, support for online programs must be embedded throughout the various departments within the institution. The role of leadership and teamwork is vital to developing high quality online programming and student-centered support for graduate education.

A MODEL FOR DEVELOPING HIGH-QUALITY ONLINE COURSES: INTEGRATING A SYSTEMS APPROACH WITH LEARNING THEORY

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Maria Jean Puzziferro ◽  
Kaye Shelton
Keyword(s):  
Online Education ◽  
Design Theory ◽  
Systems Approach ◽  
Online Courses ◽  
Process Models ◽  
State University ◽  
High Quality ◽  
Colorado State University ◽  
Online Instructional Design ◽  
Online Course Development

As the demand for online education continues to increase, institutions are faced with developing process models for efficient, high-quality online course development. This paper describes a systems, team-based, approach that centers on an online instructional design theory (Active Mastery Learning) implemented at Colorado State University-Global Campus.

Setting the Vision for Campus Outreach and Engagement

2021 ◽  
pp. 274-284
Author(s):  
David M. Deggs
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
20Th Century ◽  
Colleges And Universities ◽  
Teaching And Research ◽  
College And University ◽  
American Higher Education ◽  
University Leaders ◽  
Student Benefits

Outreach and engagement are essential functions of American higher education. Despite having historical commitment and missions aligned to community engagement, many colleges and universities struggle to prioritize community engagement efforts within and across institutions. Community engagement is often viewed as a lesser priority behind teaching and research and is thus an afterthought. This chapter explores the development of community engagement in American higher education in the 20th century and key initiatives that underscore its importance to fulfilling college and university missions and goals. Motivation and rewards for faculty along with student benefits are also explored. Finally, actions that should be taken by college and university leaders to ensure that community engagement is prioritized are discussed.

scholarly journals Ensuring Online Learning Quality: Perspectives from the State University of New York

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Kristyn Muller ◽  
Kim A Scalzo ◽  
Alexandra M Pickett ◽  
Lisa Dubuc ◽  
Lawrence Dugan ◽  
...  
Keyword(s):  
New York ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
The State ◽  
State University ◽  
Institutional Perspective ◽  
Online Programs ◽  
Quality Scorecard

As online learning continues to grow within higher education, it is important for colleges and universities to ensure that they are delivering quality online courses and programs. This paper will discuss the evaluation and assessment of online learning from an institutional perspective. Open SUNY, the system-wide office of online education that supports and services the State University of New York (SUNY), has developed a process using the Online Learning Consortium’s (OLC) Quality Scorecard for the Administration of Online Programs to help SUNY campuses examine and improve the quality of online learning. The first half of this paper will describe the development of that tool and the implementation of the Open SUNY Institutional Readiness Process. The second half of this paper will explain the OLC Quality Scorecard standards for the Evaluation & Assessment section and provide examples of best practices from four different SUNY community colleges.

Moving Your College Toward Online Programs Including a Quality Matters Implementation Plan

2018 ◽  
pp. 1930-1938
Author(s):  
Deborah A. Allen
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Faculty Members ◽  
Faculty Work ◽  
Implementation Plan ◽  
Online Programs ◽  
Quality Matters ◽  
Face To Face ◽  
Faculty Knowledge ◽  
Daunting Task

Moving faculty in a direction toward having online programs/courses at their college can be a daunting task, but another college's example may assist in preparing for online programs with quality online courses that include a Quality Matters Implementation Plan that will help define how the college will expand faculty knowledge of online education instructional design. In a college's transition to online education, it is particularly important to “sell” this idea to faculty members. Faculty members at many institutions may be fearful that they will not meet QM standards when going through a course review. Further, faculty members may be fearful of losing the “boundaries” that they currently have teaching in a face-to face setting. Other concerns revolve around budget constraints, preparing the college for online education, keeping consistency in faculty work duties, training faculty, faculty staying current with technology, keeping the same rigor in the online course as a face-to-face course, including an appropriate level of contact with students, and accreditation needs in order to have online education offered at the college. Management and organizational needs include having an administration team that supports faculty in making the change from a face-to-face class to an online class.

The Exploration and Practice of Curriculum Ideological and Political Education in the MOOCs of Colleges and Universities

2021 ◽  
Vol 2 (6) ◽  
pp. 72-83
Author(s):  
Ren Wenxuan ◽  
Yuan Weilaing ◽  
Zhao Xiaoyan3 ◽  
Wu Qinghao ◽  
Zhao Yifei
Keyword(s):  
Online Education ◽  
Social Life ◽  
Global Economy ◽  
Online Courses ◽  
Colleges And Universities ◽  
Ideological And Political Education ◽  
Political Education ◽  
Digital Learning ◽  
Digital Learning Resources ◽  
Actual Teaching

The COVID-19 epidemic has severely affected the global economy and social life, but in another aspect, it has brought opportunities for the development of online education. Via the varieties of network platforms and digital learning resources, more than 200 million students ranging from primary and secondary schools to colleges and universities across China have achieved the goal of “no class suspension”. Under such circumstances, the present study attempts to add ideological and political education into the online courses by modifying the existing online quality courses to some extent. It is mainly to try to carry out the localization reform in every aspect of the curriculum, and then to test whether such reformation can get the corresponding effect in the actual teaching process.

Effective Teaching

2020 ◽  
pp. 226-250
Author(s):  
Sophia J. Sweeney ◽  
Katherine E. Winsett
Keyword(s):  
Active Learning ◽  
Student Success ◽  
Effective Teaching ◽  
Learning Process ◽  
Colleges And Universities ◽  
Professional Support ◽  
Student Centered ◽  
Student Centered Learning ◽  
College And University ◽  
Work Done

This chapter addresses active learning, one type of student-centered learning, as a paradigm for effective teaching based on the science of learning. Some of the elements for active learning as well as the research supporting these approaches are summarized for non-instructional professionals at colleges and universities. The chapter includes a discussion of how administrators and other college and university professionals can support effective teaching and student success. In order to create a culture of active learning, faculty need resources and professional support for making the shift to active learning. They also must be able to rely on other professionals within the institution to support the learning process and the work done by faculty and students within this process.

Emergence of Successful Online Courses

2014 ◽  
pp. 641-651
Author(s):  
Amy L. Sedivy-Benton ◽  
Andrew Hunt ◽  
Teri L. Hunt ◽  
James M. Fetterly ◽  
Betty K. Wood
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Social Climate ◽  
National Standards ◽  
High Quality ◽  
The Social ◽  
Traditional Courses ◽  
The Common

This chapter seeks to investigate the common characteristics that make online courses high quality. With an increase in online education and the increased attention to national standards and accreditation, there is a need for research to focus on the quality of online education. The literature related to online education suggests that more studies compare traditional courses with online courses as well as ways to affect the social climate of online courses and programs than the quality of online education. Questions to be considered range from, “How much time do instructors spend developing online courses compared to traditional courses?” to “What are the students’ perspective of the quality of online courses / instruction?” McGorry (2003) suggests seven constructs “to evaluate quality and learning in online courses: flexibility, responsiveness and student support, student learning, interaction, technology and technical support, and student satisfaction” (p. 162).

Moving Your College toward Online Programs Including a Quality Matters Implementation Plan

2014 ◽  
pp. 308-319
Author(s):  
Deborah A. Allen
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Faculty Members ◽  
Faculty Work ◽  
Implementation Plan ◽  
Online Programs ◽  
Quality Matters ◽  
Face To Face ◽  
Faculty Knowledge ◽  
Daunting Task

Moving faculty in a direction toward having online programs/courses at their college can be a daunting task, but another college’s example may assist in preparing for online programs with quality online courses that include a Quality Matters Implementation Plan that will help define how the college will expand faculty knowledge of online education instructional design. In a college’s transition to online education, it is particularly important to “sell” this idea to faculty members. Faculty members at many institutions may be fearful that they will not meet QM standards when going through a course review. Further, faculty members may be fearful of losing the “boundaries” that they currently have teaching in a face-to face setting. Other concerns revolve around budget constraints, preparing the college for online education, keeping consistency in faculty work duties, training faculty, faculty staying current with technology, keeping the same rigor in the online course as a face-to-face course, including an appropriate level of contact with students, and accreditation needs in order to have online education offered at the college. Management and organizational needs include having an administration team that supports faculty in making the change from a face-to-face class to an online class.

scholarly journals Experience of Application of Technology of Operation of Well on Concentric Lift Columns

2020 ◽  
Vol 129 (4) ◽  
pp. 58-64
Author(s):  
R. Z. Safieva ◽  
◽  
I. V. Edneral ◽  
A. V. Beloysov ◽  
◽  
...  
Keyword(s):  
Online Education ◽  
Oil And Gas ◽  
Ethical Issues ◽  
Online Courses ◽  
University Education ◽  
Digital Content ◽  
Government Agencies ◽  
High Quality ◽  
The University ◽  
Legal And Ethical Issues

The transition to online education, despite many organizational, technical, legal, and ethical issues debated in society, has occurred. In special periods of time, the availability of distance education technologies becomes critical, as it is now during the recognition of the spread of coronovirus as a pandemic. Given the severity of the issue, the university administration and the pedagogical community have to solve a number of issues for the development of online courses and the design of an individual educational trajectory for each student as soon as possible. There are done the practical results and presented the problems concerning the digital educational resources creation and implementation in the oil and gas university education regarding the authors’ experience. Combining the efforts of oil and gas universities is one of the effective ways to create a single educational space of high-quality digital content, in which all stakeholders are interested (students, employers, universities and government agencies).

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