Online Program Directors' Perspectives of Quality Programs

The purpose of this chapter is to identify and understand the factors that contribute to the development and maintenance of “quality” online programs and ensure program success. The authors took the online program directors' perspectives and investigated a variety of factors with regards to course design, faculty, students, and institutions. Interview data from seven online program directors from a mid-sized public university in the United States were collected. A list of factors emerged from the data, such as faculty buy-in, faculty training and support, program standardization through course design, third-party certification, online student needs assessment, and investment in marketing and advertising. The authors suggest that these factors should be considered while developing new online programs or improving and expanding on existing online programs.

Creating a Quality Online Early Childhood Program Focused on Building Community and Program Improvement

This chapter explores the intentional design, development, and continued improvement of an online graduate degree program for early childhood education (ECE) teachers and administrators. The authors will discuss the initial face-to-face design and the transition to an online program to better meet the needs of its students. The authors will also discuss the successes and challenges met throughout this process while providing an overview of the field of ECE. In the process, they will consider the unique demands of working in childcare and explain why using technology to offer online programs was an appropriate solution to the challenges experienced by early childhood professionals (ECPs). They will address why online delivery is a preferred method of professional development (PD) among ECPs. Further, this chapter will include an analysis of survey data on program quality and course satisfaction, providing practical recommendations based on what was learned from this case study.

The Same but Different

The field of online learning, like many other technological innovations, has not burgeoned without controversy. Despite the debates about the role and value of online learning, it has continued to grow in many sectors, especially in higher education. Alongside the growth of online learning, discussions about its benefits and limitations have also flourished, and many studies have investigated the quality and integrity of online courses. This chapter offers an investigation of some of the history of online learning, concluding with a collection of practical recommendations and suggestions for future research directions to guide institutions embarking on online learning programs.

Supporting Online Program Quality Through Online Enterprise-Level Standards

Enterprise-wide efforts to lead online program quality are critical in today's higher education environment. The authors of this chapter investigate tools available to leaders of higher education institutions which articulate the major components needed to successfully lead an online enterprise and measure success. Through the use of vetted tools such as the UPCEA Hallmarks of Excellence in Online Leadership, Quality Matters Program Rubrics, and the Online Learning Consortium Scorecard for the Administration of Online Programs, institutional leaders can embrace systematic and consistent quality in online learning. Using the appropriate tool at the appropriate level of institutional activity will assist institutions with meeting national standards as described through the Interregional Guidelines for the Evaluation of Distance Education Programs (Online Learning) developed by the Council of Regional Accrediting Commissions (C-RAC).

Addressing Discrepancies in Faculty and Student Perceptions of the Quality and Rigor of Online Courses

The chapter addresses the discrepancies that exist between student and faculty perceptions of online courses, specifically differences in beliefs about the quality of online courses and the rigor of online coursework. The authors present data collected from faculty and students before the launch of undergraduate and graduate online programs and over the course of the first four years of online course offerings at a small, Historically Black University (HBCU). The data is used to discuss ways to reduce incongruities in how students and faculty view online courses with a focus on faculty establishing their expectations for student performance in the online environment, measuring course quality, and using student evaluations to enhance course quality. Congruent beliefs and expectations are important to ensure that both faculty and students involved in online courses are satisfied with their experiences, leading to better retention and learning outcomes.

Seven Traits of Personal Learning Environments for Designing Quality Online Learning Programs

This chapter reports on research findings that illustrate a system view of connectedness across personal, professional, and academic contexts with implications for designing quality online learning programs. Connected learners organically blur the line between formal and informal learning when they call on their social networks and engage in online learning systems towards goals in their personal, professional, and academic lives. The phenomenological study referenced in this chapter is framed by complexity theory and grounded in research on complex adaptive systems applied to educational contexts. Examples of lived experiences illustrate how being connected in a personal learning environment is experienced as immersion in a complex adaptive system. Implications and recommendations for quality online learning programs are discussed.

Assessing the Quality of Distance Education at a University

This chapter reports the findings of an investigation into the experiences of undergraduate and graduate distance education students at a state educational institution in the United States. Current distance education students at the university were surveyed using an online questionnaire. The purpose of the study was to identify areas of weakness in the distance education program in general and develop recommendations for improving the program. The survey was primarily quantitative, but also allowed for participants to provide qualitative feedback. Results of the study are outlined in terms of distance students' perceptions about the institution's distance education program. Recommendations for improving the program are provided.

High Quality Online Programs

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.

Developing an Online Presence

This chapter outlines the process developed at the University of Michigan – Dearborn (UM-Dearborn) to support the development, facilitation, and evaluation of online courses and programs. In addition to the step-by-step account of initiatives and actions, this chapter centers on the guiding principles of enhancing online course quality, investing in faculty support and innovation, and providing robust online support to students. Initiatives and strategies outlined in this chapter are undergirded by these principles and provide guidance to any higher education institution that has a limited and/or disparate catalog of online offerings and is committed to finding a pathway to a more robust array of online educational opportunities.

Preparing and Training Higher Education Faculty to Ensure Quality Online Learning and Teaching

In this chapter, the authors discuss the nature of quality online instruction from the perspectives of equity, quality preparation, professional development, and evaluation. Specifically, the authors describe the need for faculty preparation in pedagogical and andragogical practices in general by defining “quality” and qualified professionals. The authors provide initial support for instructors by describing the lesson planning cycle as a useful framework. The authors also delve into the importance of considering one's personal teaching philosophy as a grounding for quality instruction. Then, the authors apply these concepts to online andragogy and the need for continuing professional development opportunities. Next, the authors describe three evaluation tools/opportunities, rubric for online instruction, the quality online learning and teaching instrument, and quality matters, that have been useful to faculty at their institution. Finally, the authors conclude with future research directions regarding quality online instruction.