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Joyce Bahhouth Bladen Community College

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1 Joyce Bahhouth Bladen Community College
Assessing OL Courses Joyce Bahhouth Bladen Community College

2 What is the common ground?
Rich, rewarding, meaningful OL courses? Last minute course preparation Updating due dates Revamping course

3 Have we had students who …
… skipped through the modules and went straight to the assignments? … never followed instructions as they prepared their assignments?

4 Complementary Tasks Interaction Format Template Dep. of Distance Ed:
Learning Pedagogy Content Department Chairs:

5 Is it a matter of who does more?
Instructor? Student?

6 Challenges to assess the complexities of OL courses
Minimum level of standards Comprehensive/ evaluative tool Institution-wide

7 What do we want to see in a course?
Ideal Course Instructor’s presence Ease of navigation Supplemental material Activities requiring critical thinking

8 What makes a course unique?
Students’ input Students’ perceptions of their learning and course experience Developments in the field and current events Student/ instructor interactions Student/ student interaction

9 Quality Matters Online Instructor Skill Set
Institutional Context Technologies Instructional Design Pedagogy Assessment Social Presence

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11 Cognitive Presence Definition
The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of learning. It has the potential to assess the quality of critical inquiry in terms of providing a means to assess the systematic progression of thinking over time. The process more than the product is important.

12 Social Presence Definition The ability of learners to project their personal characteristics socially and emotionally into the community of inquiry thereby, presenting themselves as ‘real people.’

13 Teaching Presence Definition design, facilitation, and direction
of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.

14 A community of inquiry community involves (re)constructing experience and knowledge through the critical analysis of subject matter, questioning, and the challenging of assumptions

15 Practical Inquiry Model

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17 How Learning Occurs

18 Five Steps to Assess an Online Course (Morrison, D. 2015, May 26
Five Steps to Assess an Online Course (Morrison, D. 2015, May 26. How good is your online course? Five steps to assess course quality. Online learning insights.) Assess using a rubric e.g. QM, CSU Chico, OCAT, QOLT Analyze course from a student perspective Assess course artifacts, materials, and feedback Consider level and type of student-to-student and student-to-instructor interactions Examine results: Are students learning?

19 Road map to design a course
Assess OL Courses Using a Rubric Road map to design a course Self-evaluation tool Recognition

20 Quality Matters Rubric
Getting started, purpose and structure of the course, self introductions, netiquette Prerequisite skills, minimum technical skills, policies Course Overview Introduction Course objectives, module objectives, clear link between objectives and activities, measurable, learners’ perspective Clearly stated objectives suitable for the course level Learning Objectives Competencies assessed, grading policy clearly stated Specific and descriptive grading criteria linked to grading policy, multiple opportunities, sequenced and varied Assessment

21 Quality Matters Rubric
Properly cited, the purpose and how the material is to be used are explained Current, varied, clear distinction between required and optional Instructional Materials Promote achievement of learning outcomes, provide opportunities for interaction that leads to learning Clear requirements for interaction, planned classroom response and feedback Course Activities and Learner Interactions Provide opportunities for learning, current, readily obtainable Links to resources, policies, explanations about how students can succeed Course navigation facilitating ease of use, access to course materials in different formats to meet diverse learners’ needs Couse Technology Learner Support Accessibility and Usability

22 California State University (CSU) Chico Rubric
Learner support and resources Online organization and design Instructional design and delivery Assessment and evaluation of student learning Innovative teaching with technology Faculty use of student feedback

23 Coulter Faculty Center eLearning Faculty Fellows: Online Course Assessment Tool (OCAT)
Course Overview and Organization Elements of Course Design Elements of Teaching Learner Objectives and Competencies Resources and Materials Learner Interaction Learner Assessment

24 Learner Interaction Course Design Elements of Teaching Assessments are frequent enough to provide formative feedback Rubrics are provided to define assessment criteria, if applicable Methods of submitting assignments are appropriate to the online learning environment The instructor: clearly describes assignments (student discussion, participation, and projects) provides formative assessment/progress feedback (e.g. feedback that guides the student about academic performance before the end of the course) provides summative assessment feedback (e.g. substantive instructor feedback on academic performance) provides timely assessment feedback

25 Quality Online Learning and Teaching (QOLT) Instrument (qolt
Quality Online Learning and Teaching (QOLT) Instrument (qolt.csuprojects.org) 1. Course Overview and Introduction 2. Assessment and Evaluation of Student Learning 3. Instructional Materials and Resources Utilized 4. Students Interaction and Community 5. Facilitation and Instruction 6. Technology for Teaching and Learning 7. Learner Support and Resources 8. Accessibility and Universal Design 9. Course Summary and Wrap-up 10. Mobile Design Readiness (optional)

26 How a course can be assessed from a learner’s perspective
Student Feedback forum posts of student questions,  feedback from group interaction, end-of-course student surveys Your feedback As a student in a course/field you are not familiar with MOOC Colleagues’ Feedback Same department Other department

27 How course artifacts, materials, and feedback can be assessed
Course materials Student generated content Student feedback Comparative data

28 How social interaction can be assessed
Student-student and student-instructor interaction: If students are connected, More motivated, More satisfied with the learning experience If students are disconnected,

29 Demonstrate process and product:
Assess Learning Assignments Demonstrate process and product: what students know, how they think, how they can apply course concepts, and how they can articulate what they have learned Learning occurs Instructor can evaluate learning effectively and can determine level of critical thinking

30 How learning can be assessed
Goals Clearly defined Aligned with objectives Learning Activities Appeal to all learning styles Develop critical thinking and problem solving skills Interaction Student/content Student/student; student/instructor

31 Suggested Rubric (Work in Progress) Instruction
The Instructor Provides clear objectives to modules or chapters Provides personalized teaching Addresses all learning styles Provides organized and coherent lessons Integrates supplemental materials successfully

32 Assignments and Activities
Instructor Provides clear instructions Varies assignments and activities Provides a clear rubric or criteria for evaluation Addresses higher order critical thinking skills in assignments

33 Feedback Instructor Provides prompt, detailed, and thorough feedback
Has effective communication skills Provides progress feedback

34 Conclusion Start a course with time! at one

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36 References Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching presence in a Computer Conference Environment. Journal of asynchronous learning networks, 5(2), 1-17. California State University Chico Rubric Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education. American journal of distance education. Morrison, D. 2015, May 26. How good is your online course? Five steps to assess course quality. Online learning insights. Online course assessment tool (OCAT) and peer assessment process. Cleveland State University. Quality Matters ubric.pdf Qualitymatters.org Quality Online Learning and Teaching (QOLT) Instrument Rourke, L., Anderson, T. Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3),


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