Measuring E-Learning Quality
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The document discusses the importance of measuring e-learning quality to prepare graduates for a technology-driven future, outlining eight factors that contribute to effective e-learning experiences. It emphasizes the need for accessibility, adaptability, and alignment between course objectives and assessments to ensure successful educational outcomes. Additionally, it highlights the role of feedback, collaboration, and continuous improvement in enhancing online instruction.
Measuring E-Learning Quality
- 1. Measuring E-Learning Quality Simon Priest simonpriest.com
- 2. Why use technology to enhance learning? Picture a future where the new digital information age is uncertain, challenging, change-oriented, driven by technology, and/or full of opportunities for those who are properly prepared. This will require that citizens in the new digital information age be: • technologically competent, able to use emerging tools/techniques; • literate, communicative, and collaborative in all environments; • able to think critically and creatively to solve problems/decide; • adaptive and proactive by remaining open to transformation; • mobile and flexible by being able to quickly switch environments; • oriented to teamwork, but can act as an individual change agents; and • self-differentiated learners, able to efficiently learn for themselves. Why measure quality? In order to prepare graduates for this future, a university should create, model and lead the E-learning experience. This requires that E-learning quality be measured to ensure it remains leading edge.
- 4. DEFINING E-Learning Quality Learning should be accessible all the time, everywhere, and for any reason Use should have potential to be mobile, collaborative, flexible, and adaptable DEFINITIONS E-LEARNING: Any technology enabled instruction; this may include the technologically enhanced face-to-face classroom, fully online setting, or blended (hybrid) combinations of both QUALITY: In academics, the extent to which key institutional processes (faculty teaching, learner technology, curriculum design, assessment methods, etc.) influence and contribute to students achieving their measurable education outcomes
- 5. PLATFORM Adoptive Criteria use the STUDENTS’ “thermometer” For example: is your LMS or WCA ► ► ► ► ► LMS = L earning M anagement S ystem (mostly Asynchronous usage) may contain: quiz app, calendar, news, wiki, social media, assignment drop, discussion forum, grades WCA = W eb C onferencing A pplication (mostly Synchronous usage) may contain: audio, video, e-whiteboard, slideshow, side conversations/questions, emotive feedback a ?
- 6. SUPPORT Technology Infrastructure The Information Technology Infrastructure Library (UK) defines standards for IT SERVICES IT Infrastructure Library is one view ► ► ► Learning technology infrastructure should be innovative, dynamic and sustainable Technology should enhance learning through appropriate selection, effective application, and thorough evaluation Instructional technology, student services and all academic resources should be student-focused and customer-oriented
- 7. DESIGN QM: Rubric Standards 43 Standards are organized into 8 General Categories 1. Course Overview & Introduction 2. Learning Objectives (competencies) * 3. Learning Assessment & Measurement * 4. Instructional Materials * 5. Course Activities / Learner Interaction * 6. Course Technology * 7. Learner Support 8. Accessibility & Usability * Categories 2-6 must be aligned / united to achieve desired learning outcomes ► 1. 2. 3. 4. 5. 6. 7. 8.
- 8. DELIVERY Formative & Summative E-Learning INSTRUCTION should be engaging, motivational, contextual, experiential, learner-centred, and authentic E-Learning ASSESSMENT should demonstrate mastery of knowledge, authentic integration, critical analysis and creative thinking FORMATIVE During Instruction Measures process: gap between plan and execution Monitor and modify course (midstream) Adjust on-the-go as action-based gauge SUMMATIVE After Assessment Measures outcome: learning objectives achieved/satisfied ► Redevelop course in review (after finish) Pre & post test to measure changes
- 9. CONTENT Expert Panel of Stakeholders Faculty Students Academic Staff Past Alumni The Profession Employers & Others Reviews should be held annually (be brief) in order to keep course content current and maintain course viabilities within a program Panel contributions are made at the close & evaluate, initiate / review, and develop / ► ► redevelop stages of the Curricula Lifecycle The process examines and updates: learning objectives, instructional methods, assessment assignments, technology, and other resources
- 10. FORMAT Scale of Sophistication use the “yardstick” to measure up A great many early courses were “canned” and some still are simply very poor quality education from the classroom ported into the online learning environment (0-2) Introduce some play and television (3-6) Have learners interact with their lesson (7-9) Adaptive Learning (10) helps students by adjusting pace / content to individual needs
- 11. STUDENT Readiness Self-review Encourage them to take a short & simple survey before enrolling in or beginning their online learning Based on this quick self-review, they may not be ready for online POTENTIAL TO LEARN ONLINE ► ► ► ► ► Technology literacy skills & resource access Tenacity and tendency not to procrastinate Self-discipline to study on own/without group Willingness to seek techno or academic help QUALITY OF LIFE: do I have sufficient time, energy, motivation, support from family and employer, and a dedicated location to study?
- 12. FACULTY Competence Peer Review The best way to enhance one’s teaching is to have better teachers observe and give helpful feedback for improvement Seek multiple sources at different times Solicit feedback that is descriptive (not judgmental), specific (not general), and about behavior one can actually change HALLMARKS OF ONLINE INSTRUCTION Interaction between faculty & students True collaboration among students Emphasizes high expectations for outcomes Prompt learner feedback leading to change ► ► ► ► ► Active and experiential components that value and respect all styles of learning and a diversity of learner talent and experience