Indicators of Quality in the Design and Evaluation of Blended and Online Courses

November 2006

Renee Welch, External Education – Part I

Nancy Pogue, Regional Nursing Program UIC – Part II

What do you look for in evaluatingevaluating a blended or online course?

“Define QUALITYQUALITY”

Quality Assurance

Institutional

http://lor.gvtc.org/asplearningobjects/uploads/SEA108/Quality%20Assurance%20Manual%20_06.htm

FacultyStudent

Standards

Administrative Leadership and Support

Ongoing Program Concerns

Course Development

Faculty Support

Evaluation Results

Lee, J., & Dziuban, C. (2002). Using quality assurance strategies for online programs. Educational Technology Review, [Online serial], 10(2), 69-78.

Evaluation vs. Assessmentvs. Peer Review

Faculty performance evaluation should not be confused with the assessment of student learning.

Evaluation vs. Assessmentvs. Peer Review

““Peer reviewPeer review is the structure by which faculty conduct peer reviews of technology mediated courses in order to assure the course meets

standards of best practices”.-QM

What are commonly recognized indictors of quality in a technology-enhanced, blended, or online learning environment?

Sloan-C Quality Framework: The Five Pillars

http://www.sloan-c.org/publications/books/qualityframework.pdf

ION and the Illinois Virtual Campus have developed a quality online course rubric and evaluation system

in the state of Illinois.

http://www.ion.illinois.edu/initiatives/qoci/rubric.asp

Instruction Design Tipsfor Online Learning

External Education

Used with written consent. Adapted from Instructional Design Tips for Online Learning: Joan Van Duzer of Humbolt State University, to be used in conjunction with the Rubric for Online Instruction developed by CSU, Chico, c2002

1. Learner Support and Resources

2. Online Organization and Design

3. Instructional Design and Delivery

4. Assessment & Evaluation of Student Learning

5. Appropriate and Effective Use of Technology

6. Faculty use of Student Feedback

Categories

Categories to Evaluate Your ONLINE Course

You can self-assess your own tech-enhanced, blended and online using the Rubric for Online Instruction from our

colleagues at CSU Chico

If you would like to be enrolled in our Intro to Teaching Online Bb course site

Contact Karin Riggs to enroll:

Kriggs@uic.edu

312.996.5085

Quality Matters•Based on national standards of best practice, the

research literature and instructional design principles•Design to promote student learning

•Integral to continuous quality improvement•Part of an inter-institutional, faculty-driven, collegial peer

review process

www.QualityMatters.org

QM Process

Course Review

Key Players

Benefits

Scoring

Recognition

The Rubric•Course Overview & Introduction

•Learning Objectives (Competencies)•Assessment & Measurement

•Resources & Materials•Learner Interaction•Course Technology

•Learner Support•Accessibility

For more information:

Renee Welch, PhD

Assistant Director, ExEd

312.355.1767

Rwelch1@uic.edu

Physiologic Basis of Nursing Physiologic Basis of Nursing Practice (NUSC 530)Practice (NUSC 530)