Existing criteria determining course quality in distance education
Download as PPTX, PDF1 like357 views
This document examines existing criteria for determining course quality in distance education. It aims to analyze quality assurance initiatives and present differences and similarities between course quality measures. It discusses several rubrics for evaluating online courses, including the Quality Matters Rubric, OLC Standards, OCEP Standards, E-Campus Alberta Rubric, and CHICO Rubric. These rubrics generally focus on criteria like course design, instructional materials, learner support, and assessment. Although the rubrics differ in some ways, they agree on criteria for course information standards and learner support/resources. The document concludes that examining course quality criteria can guide course developers and institutions in distance education quality assurance.
Existing criteria determining course quality in distance education
- 1. EXISTING CRITERIA DETERMINING COURSE QUALITY IN DISTANCE EDUCATION Gülay EKREN Sinop University gekren@sinop.edu.tr
- 2. • what is quality assurance? • what is quality assurance system? • quality assurance in online distance learning (Stella, Gnanam, 2004; Latchem, 2014) • different views on quality assurance in open and distance learning (Latchem and Jung, 2012) International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University 2 Introduction
- 3. • the aim of this study is – to examine the initiatives which provide to determine the course quality criteria in distance education in the context of higher education – to make a descriptive analysis by presenting differences and similarities between the course quality measures. International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University 3 Aims
- 4. 4 Scope International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University • Accreditation in HE • the main indicators for quality assurance and accreditation in HE – student outreach, curriculum, courses and educational software, learning and teaching, student and staff support, assessment, evaluation and internal quality assurance systems, management, funding and staff (Chalmers, Johnston, 2012; Latchem, 2014)
- 5. 5 Scope International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University • Activities that create quality assurance in open and distance learning can be classified as: – curriculum and teaching – staff support – student support – student outputs (Kirkpatrick, 2005) •
- 6. 6 Scope International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University • studies to determine course quality criteria in distance education – QM (Quality Matters) Rubric Standards – OLC (Online Learning Consortium) Standards – OCEP (Online Course Evaluation Project) Standards – E-campus Alberta Rubric Standards – CHICO Rubric Standards
- 7. 7 Scope International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University • The Quality Matters Higher Education Rubric – used to evaluate the design of online and blended courses – critical course components are Learning Objectives , Assessment and Measurement, Instructional Materials, Course Activities and Learner Interaction, Course Technology
- 8. 8 Scope International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University • Quality Matters - Continuing and Professional Education Rubric – for instructor-led, mentored, or self- managed online and blended courses – but do not carry academic credit. – a subscription is 500$
- 9. 9 Scope International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University • OLC (Online Learning Consortium) Standards – measure and quantify elements of quality within an online education program – also evaluate quality indicators in online courses
- 10. 10 Scope International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University • OCEP (Online Course Evaluation Project) Standards – a project of the Monterey Institute for Technology and Education, – non-profit organization – identifies and evaluates existing online courses in higher education, – considers the instructional and communication methods
- 11. 11 Scope International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University • E-campus Alberta Rubric Standards – a resource for quality online curriculum development, – used to assess existing courses or those under development
- 12. 12 Scope International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University • CHICO Rubric Standards – a strategy of California State University – represents a developmental process for online course design and delivery – provides a means for an instructor to self-assess course(s)
- 17. QM Criteria –Higher Education 17 InClosing
- 18. QM Criteria - Continuing and Professional Education 18 InClosing
- 19. • Typically, distance courses are constructed by lecturers from traditional universities, sometimes in collaboration with distance education specialists. • Their vision of what students or faculty need to know and practise is colored by their work, and their identification with the standards of higher education (Nielsen, 1997) 19 InClosing International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
- 20. • This study presents a comparison of five different rubrics which share a common desire: to advance the quality of open and distance education courses. • There are many differences between the criteria of these rubrics. However, they all agreed on such criteria: – Course information standards – Learner support and resources 20 InClosing International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
- 21. • There is also seen a lack of emphasis on integrative ideas and synthesis across criteria of open and distance education courses. • Besides, in recent years, course criteria are being an important aspect of the accreditation in distance higher education. • This study can be a guide for course developers in distance education, and also for any distance education institution which wants to conduct its own evaluation standards for distance courses. 21 InClosing International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University
- 22. • Latchem, C. (2014). Quality Assurance in Online Distance Education. In Zawacki-Richter, O., & Anderson, T. (Eds.), Online distance education: Towards a research agenda. Athabasca University Press. • Lagrosen, S., Seyyed-Hashemi, R., & Leitner, M. (2004). Examination of the dimensions of quality in higher education. Quality assurance in education, 12(2), 61-69. • Mills, R. (2006). Quality assurance in Distance education—towards a culture of Quality: a case study of the Open University, United Kingdom (OUUK). Towards a Culture of Qualitya Ramzy, Edi, 135. • Chalmers, D., & Johnston, S. (2012). Quality assurance and accreditation in higher education. Quality assurance and accreditation in distance education and e-learning: models, policies and research, 1-12. • Latchem, C., & Jung, I. (2012). Quality assurance and accreditation in open and distance learning. Quality assurance and accreditation in distance education and e-learning, 13-22. • Kirkpatrick, D. (2005). Quality assurance in open and distance learning. Commonwealth of Learning, Canada. • Dean Nielsen, H. (1997). Quality assessment and quality assurance in distance teacher education. Distance Education, 18(2), 284-317. • King, B. (2011). Transnational education and the dilemma of quality assurance. Paper presented to the Fourteenth Cambridge International Conference on Open, Distance and e-Learning. Retrieved November 24, 2016 from http://www.vhi.st-edmunds.cam.ac.uk/ events/past-events/CDE- conference/CDE-Papers/2011-authorsF-L • http://www.montereyinstitute.org/pdf/OCEP%20Evaluation%20Categories.pdf • https://www.qualitymatters.org/rubric • https://www.qualitymatters.org/continuing-and-professional-education-rubric-program • http://www.ecampusalberta.ca/files/rubricBooklet.pdf • https://www.csuchico.edu/tlp/resources/rubric/rubric.pdf • http://onlinelearningconsortium.org/consult/quality-scorecard/ International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University 22 References
- 23. International Conference on Quality in Distance Education, November 24-25 2016, Sakarya University 23
Editor's Notes
- #2: Ladies and gentleman, welcome to my presentation. This study is about existing criteria which are determining course quality in distance education. Let’s start to introduce this study.
- #3: Quality assurance is designed to improve and prove the quality of methods, educational products and outputs in an organization. A quality assurance system includes standards to be awarded, documented procedures for all defined processes, defined ways to respond to a number of problems, and significant accountability for outputs . Quality assurance in online distance learning requires different quality indicators from traditional education, and also evaluations in different settings, and readiness to e-learning. Different views on quality assurance in open and distance learning are pioneers to the development of pedagogical paradigms in open and distance learning. For example, distance education and face-to-face education should be assessed with the same criteria and methods, the quality assurance criteria and mechanisms used in traditional education cannot be applied to open and distance learning, the basic principles of learning and teaching do not change at open and distance learning apart from technology, quality assurance in open and distance learning must be compulsory, accountable and managed externally, it is the duty of the providers of open and distance learning to prove that the processes and outputs of open and distance learning are at least as good as traditional institutions.
- #4: The aim of this study is to examine the initiatives which provide to determine the course quality criteria in distance education in the context of higher education and to make a descriptive analysis by presenting differences and similarities between the course quality measures.
- #5: Accreditation in higher education is a collegial process based on self and peer assessment for public accountability and improvement of academic quality. Higher education institutions take into consideration the main indicators for quality assurance and accreditation, such as student outreach, curriculum, courses and educational software, learning and teaching, student and staff support, assessment, evaluation and internal quality assurance systems, management, funding and staff.
- #6: Activities to be made by higher education institutions to create quality assurance in open and distance learning can be classified as: In terms of curriculum and teaching such as identifying academic standards and qualification, establishing standards in program design and admission, developing strategies to monitor the processes that the learners are involved in etc. In terms of staff support such as training teachers, course designers, online instructors, consultants, administrators who are in charge of open and distance learning, identification of the necessary experience and competencies for administrative and academic staff and establishment of reliable systems for communication purposes In terms of student support such as establishment of performance standards and document processes, establishment of procedures and timelines for the development of learning materials (including printing, production and distribution), determination of student support services (including location, scope, service standards, accessibility) In terms of student outputs such as mechanisms for monitoring student continuity and strategies for responding to students' problems, developing and monitoring policies on assignments, grading (certificate, bachelor's, master's degree) applications and degree distribution.
- #7: The studies to determine course quality criteria in distance education are such as: Quality Matters - Higher Education Rubric - from United Kingdom (UK) Quality Matters - Continuing and Professional Education Rubric - from United Kingdom (UK) OLC (Online Learning Consortium) Standards – form Sloan Consortium OCEP (Online Course Evaluation Project) Standards – from Monterey Institute for Technology and Education E-campus Alberta Rubric – from Canada CHICO Rubric – from California State University
- #8: The Quality Matters Higher Education Rubric is used to evaluate the design of online and blended courses Its critical course components to ensure students achieve desired learning outcomes are – Learning Objectives, Assessment and Measurement, Instructional Materials, Course Activities and Learner Interaction, and Course Technology
- #9: Quality Matters -The Continuing and Professional Education (CPE) Rubric is tailored to assist in the design and evaluation of instructor-led, mentored, or self-managed online and blended courses that have pass/fail, skills-based or other completion or certification criteria, but do not carry academic credit. Institutions and organizations with current QM Higher Education or other subscriptions may add a subscription to the CPE Rubric for $500.
- #10: Through a collaborative effort of several online educators, the Online Learning Consortium Scorecard continues to advance the field, simplifying the steps needed to identify, measure and quantify elements of quality within an online education program. OLC members will learn how to apply Quality Scorecard metrics, uncover and evaluate quality indicators in key categories including Course Development / and Course Structure, and consider thoughtful recommendations for implementation.
- #11: Online Course Evaluation Project is a project of the Monterey Institute for Technology and Education, an educational non-profit organization committed to helping meet society’s need for access to effective, high-quality educational opportunities. The Online Course Evaluation Project (OCEP) identifies and evaluates existing online courses in higher education. The focus of the evaluation is on the presentation of the content and the pedagogical aspects of online courses, yet OCEP also considers the instructional and communication methods so vital in a successful online learning experience.
- #12: The eCampusAlberta eLearning Rubric is designed to support the creation of quality online curriculum. This rubric may be used to assess existing courses or those under development.
- #13: Chico Rubric is a strategy of California State University. This rubric offers a framework for addressing this question: «What should a quality online course look like?» Use of this rubric represents a developmental process for online course design and delivery, and provides a means for an instructor to self-assess course(s) based on University (as California State University) expectations.
- #14: You can see the comparison OLC criteria comparison with the other rubrics in this table. As you see, there is no full match with any other criteria. They are mostly match on course structure, student support and also evaluation & assessment criteria.
- #15: In this table there is a comparison table between Chico criteria and the others. As you see, all rubrics are agreed with the idea as learner support & resources must be in distance education courses. Besides assessment & evaluation of learning is seen significant except from eCampus Alberta rubric.
- #16: OCEP course criteria have not any full match with the other rubrics.
- #17: As you can see, there is another comparison table between E-campus Alberta criteria and the other rubrics. In this table all rubrics are agreed with the idea as «course information standards» must be in distance education courses.
- #18: This is another comparison table between QM -Higher Education criteria and the other rubrics. As you see, there is no full match on any criteria. However, we can see course overview and introduction, and also learning objectives are seen as an important criteria except from Chico rubric.
- #19: This is our last comparison table. between QM -Continuing and Professional Education criteria and the other rubrics. As you see, there is no full match on any criteria. However, «the overall design of the course» and «learnig objectives or competences» are seen as an important criteria except from Chico rubric.
- #20: Typically, distance courses are constructed by lecturers from traditional universities, sometimes in collaboration with distance education specialists. Their vision of what students or faculty need to know and practise is colored by their work, and their identification with the standards of higher education.
- #21: This study presents a comparison of five different rubrics which share a common desire: to advance the quality of open and distance learning courses. There are many differences between the criteria of these rubrics. However, they all agreed on such criteria: Course information standards Learner support and resources
- #22: There is also seen a lack of emphasis on integrative ideas and synthesis across criteria of open and distance education courses. Besides, in recent years, course criteria are being an important aspect of the accreditation in distance higher education. This study can be a guide for course developers in distance education, and also for any distance education institution which wants to conduct its own evaluation standards for distance courses. It should not be forgotten that improving learning standards means changing measurable learning outcomes (King, 2011: 106)