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The MOOC Quality Project - The 12 Weeks Schedule

The MOOC Quality Project - The 12 Weeks Schedule | e-Quality ("Quality" in Online Learning) | Scoop.it
Schedule of Expert Contributions On May 8th we  launched a series of blog posts on this site from world renowned experts on MOOCs, all expressing their personal opinion about the topic of Quality o...
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On May 8th we  launched a series of blog posts on this site from world renowned experts on MOOCs, all expressing their personal opinion about the topic of Quality of MOOCs.


The project follows simple rules: 12 weeks with each week featuring one new contribution, each contribution has to keep below 1500 words, each Wednesday noon there will be a new post and YOU all will have an opportunity to comment and discuss… - See more at: http://mooc.efquel.org/schedule-and-themes/#sthash.eElqCDNS.dpuf

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e-Quality ("Quality" in Online Learning)
Conversations about the issues of quality in online learning
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Two Things That Bug Me (Today) About Quality in e-Learning

Two Things That Bug Me (Today) About Quality in e-Learning | e-Quality ("Quality" in Online Learning) | Scoop.it
Over the past ten years or so, I've been involved in one way or the other in the arena of assessing quality in Online Learning. It was 2004 that I first learned about the work being done by Quality...
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 I continue to be amazed at how little there is that is new in this field. Mostly the same old conversations about the same old issues. Does that mean that we’re done here? I doubt it, but not quite sure what else to make of it. There are several things that continue to bug me about the conversations around e-Quality. In this post I’ll mention the first two things that are bugging me. More posts will follow shortly until I’ve sprayed all the bugs (or just run out of things that bug me).

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Maria João Loureiro's curator insight, January 24, 12:44 PM

Interessante mas a meu ver redutor. Onde fica o processo?

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College Educational Quality

College Educational Quality | e-Quality ("Quality" in Online Learning) | Scoop.it

This research agenda aims to create alternative, innovative, and comprehensive measures of educational quality (academic rigor, teaching quality, and learning objectives) across institutions that could contribute to public understanding of college and university quality. 

Barry Dahl's insight:

NOT specifically about e-Quality - but interesting nonetheless.

 

"Certain studies investigate educational aspects of the college experience, but use limited methods and are mainly used for institutional improvement rather than public transparency:

Self-report student surveys: e.g. National Survey of Student Engagement (NSSE) (http://nsse.iub.edu/)Standardized testing: e.g. The Collegiate Learning Assessment (CLA)(http://cae.org/performance-assessment/category/cla-overview/)


By contrast, the College Educational Quality (CEQ) project aims to create alternative, innovative, and comprehensive measures of educational quality across institutions that could contribute to public understanding of college and university quality. 

What is the College Educational Quality project?

This project uses a comprehensive understanding of educational quality that gets to the heart of a college education: focusing on academic rigor, teaching quality, and learning objectivesThis project uses multiple data collection methods to understand educational quality: classroom observations, student survey, and syllabus analysis."
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OJDLA: Winter 2013 - Ensuring Quality in Online Courses: Applying the AACSB International's Distance Learning Quality Issues

Abstract

The purpose of this qualitative study was to examine the Distance Learning Quality Issues published by the American Assembly of Collegiate Schools of Business International (AACSB-International) to document the various characteristics that high-quality online courses must possess. A content analysis methodology was employed to examine the seven quality issues to develop a high-quality framework to assist business schools’ faculty and administrators and other educators in planning, designing, evaluating, and continually revising online courses

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Findings and Discussion

Findings related to the two research questions under scrutiny will be presented in this section. The seven AACSB-International's Distance Learning Quality Issues include the following items: (1) mission, (2) students, (3) faculty, (4) curriculum and learning issues, (5) instructional resources, (6) intellectual contributions, and (7) business and institutional relationships (AASCB-International, 2007). As each quality issue is presented and discussed, recommendations will be given for its effective integration into teaching practices to deliver high-quality online courses in an attempt to develop a high-quality framework for the delivery of online education.

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The Simon Initiative At Carnegie Mellon University

The Simon Initiative At Carnegie Mellon University | e-Quality ("Quality" in Online Learning) | Scoop.it
Built on the core principles of learning advanced by CMU’s Nobel Laureate and pioneering educator, Dr. Herbert A.
Barry Dahl's insight:

"The Simon Initiative will also bring together leading universities, foundations and companies in a new Global Learning Council [pdf] led by CMU to partner in this important effort and develop best practices. Collectively, these interrelated components will help us solve the mystery of human learning."

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Lack of online course evaluation leads to accreditation warning -

Lack of online course evaluation leads to accreditation warning - | e-Quality ("Quality" in Online Learning) | Scoop.it
ACCJC, the accrediting commission behind the City College of San Francisco crisis, issued an warning to Honolulu Community College in February of this year, with a report required by October 15.
Barry Dahl's insight:

What is interesting in this action is that one of the primary drivers of the warning was HCC’s lack of evaluation of the effectiveness of their online courses versus the comparable face-to-face courses.

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University of Central Oklahoma | UCOnline Quality Policy

Barry Dahl's insight:

This policy addresses online and hybrid course quality in two ways:

Every online and hybrid course offered for-credit at UCO must be reviewed by a team of UCO faculty members using the UCOnline Quality Rubric and achieve a score of 90% or greater. The UCOnline Quality Rubric was developed in 2008 by a committee of UCO faculty members and continually modified to reflect current trends and issues impacting online and hybrid course quality.  In addition to initial certification, every online and hybrid course must be reevaluated and achieve a score of 90% or greater using the current UCOnline Quality Rubric every three years to continue to be offered to students.Every faculty member teaching online or hybrid courses must complete training on best practices for teaching online or hybrid courses.
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Online Quality Control - at Oregon State U | Inside Higher Ed

Online Quality Control - at Oregon State U  | Inside Higher Ed | e-Quality ("Quality" in Online Learning) | Scoop.it

As colleges and universities across the country move to start or expand online education, professors at Oregon State University worry their university isn’t doing enough to control quality at its longstanding and fast-growing online program.

Administrators and faculty themselves do not have a firm understanding of how well online students are doing and may rely too heavily on adjuncts and graduate students to provide online instruction, according to some faculty representatives.



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Week 1: MOOCs and Quality – Where are we – where do we go…? | MOOC Quality Project

Week 1: MOOCs and Quality – Where are we – where do we go…? | MOOC Quality Project | e-Quality ("Quality" in Online Learning) | Scoop.it
Barry Dahl's insight:

When it comes to quality there are some crucial questions. What are MOOCs actually aiming at? Can the quality of MOOCs be assessed in the same way as any defined university course with traditional degree awarding processes? Or do we have to take into account a different type of objective with MOOC learners? Are the learners mostly interested in only small sequences of learning, tailored to their own individual purpose, and then sign off and move to other MOOCs because their own learning objective was fulfilled?

As with every other learning innovation, MOOCs first raised a lot of interest and hopes for a new approach to education but now the focus must change to evaluating if those promises can be delivered in the long term and on a sustainable basis. One aspect which, due to the infancy of MOOCs as learning innovation, has not yet been analyzed is  the aspect of quality in MOOCs. As with every other learning environment the quality is very much the condition which determines how effective and successful learning can take place.

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ELearning quality certification, accreditation, label and benchmarking schemes - Learning Agency Network

This wiki is a currently updated summary of existing quality certification, accreditation, label and benchmarking schemes. If you want to become one of our editors, please feel free to register and then directly contact us via email to approve your account.
Most of the conducted funded projects on quality development are not sustainable. Means, there is often nobody who is willing to develop the project results further and to establish a working service. However, at least the project sites often stay online and are a valuable resource for development. That's why we are listing them as well on this page under the topic "Not Active".


Via Paulo Simões
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eLearning at Universities: A Quality Assurance Free Zone?Mark Smithers | Mark Smithers

eLearning at Universities: A Quality Assurance Free Zone?Mark Smithers | Mark Smithers | e-Quality ("Quality" in Online Learning) | Scoop.it
Over the last couple of months I have been asked to help a university (that will remain nameless) in its transition to a newer version of of its Learning
Barry Dahl's insight:

From his site:

"

Over the last couple of months I have been asked to help a university (that will remain nameless) in its transition to a newer version of of its Learning Management System (LMS). As part of this I have had to access many LMS course spaces to check that content has migrated successfully and that that things are working as they should.

It has been a profoundly depressing experience. I knew it would be and you’ll appreciate why I knew if you look at my current full time occupation.

Let me begin begin by saying that there are a few dirty little secrets about online learning at traditional universities. Here are two:

 

1. Not many courses have any form of content online whatsoever (even when the university promotes a policy of minimum online presence).

2. When a course does have online content it is invariably rubbish.

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Improving the 4 Most Important Elements of Your eLearning Course

Improving the 4 Most Important Elements of Your eLearning Course | e-Quality ("Quality" in Online Learning) | Scoop.it
When an eLearning course is underperforming, there are a number of elements that could be going wrong. Learn quick and easy tips to fix them!
Barry Dahl's insight:

Never recommended this source before - but this seems to be a solid article. 

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Estela Dauksiene's curator insight, October 4, 2013 3:02 PM

4 technologiniai elementai TGM kursui

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Course Quality | UAF eLearning & Distance Education

Course Quality | UAF eLearning & Distance Education | e-Quality ("Quality" in Online Learning) | Scoop.it
Barry Dahl's insight:

As part of a continuing effort to improve the success of our students, and in recognition of many critical success factors that UAF eLearning instructors have demonstrated through their teaching, UAF eLearning has created a guidelines and procedures document (UAF eLearning Quality Improvement Program Guidelines & Procedures: Semester Based, Online Courses) codifying existing best practices for UAF eLearning Instructors that will be integrated into semester-based online courses.


The UAF eLearning Course Design Rubric

This course design rubric is meant to be a tool for evaluating course renewal as well as new course development. This rubric focuses on the dynamics of electronic communication, particularly web-based opportunities, but does not presuppose any specific technology. Purposeful selection of course delivery methods enhances the quality of distance courses and provides effective learning outcomes.


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LaiaJoana's curator insight, March 5, 2013 5:41 PM

Interesting rubric and checklist!!

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Illinois Online Network: Quality Online Course Initiative

Illinois Online Network: Quality Online Course Initiative | e-Quality ("Quality" in Online Learning) | Scoop.it
The Illinois Online Network (ION) is a collaboration of all community colleges in Illinois and the University of Illinois working together to advance utilization of technology enhanced and Internet-based instruction and service.
Barry Dahl's insight:

"QOCI Rubric & Checklist 
Two versions of the rubric have been created. The first one is a complete rubric with checkboxes for evaluation and room for comments. The second version leaves out the evaluation marks or comments and serves only as a checklist for those wishing to design or redesign a course with these criteria in mind. The second version is much shorter in length and ranges from 7 to 8 pages; whereas, the complete rubric is approximately 25 pages long."


Download rubric, checklist, etc.

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Two More Things that Bug me About Quality in e-Learning

Two More Things that Bug me About Quality in e-Learning | e-Quality ("Quality" in Online Learning) | Scoop.it

We would be better off to talk about Excellence in e-Learning, or my preferred term of Excellence in e-Education. The other thing that the chart illustrates is that most quality standards tend to aim at the large middle section – which is indicative of being good enough, rather than excellent. It’s really not that high a bar. My suggestion is that you stop talking about Quality, and start talking about Excellence.

Barry Dahl's insight:

Online course completions continue to get better and better, as we figure out how to be more effective online educators and as students learn how to be better online learners. If anything, the e-Learning Atheists (naysayers) should be concerned that the difference in rates is so small, and getting smaller. More about those improving completion rates next time.

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Higher Education Academy EvidenceNet / Quality assurance and quality enhancement in e-learning

Higher Education Academy EvidenceNet / Quality assurance and quality enhancement in e-learning | e-Quality ("Quality" in Online Learning) | Scoop.it
Core Definition

The Quality Assurance Agency describes quality assurance as  “the means through which an institution ensures and confirms that the conditions are in place for students to achieve the standards set by it or by another awarding body” (QAA 2004), and quality enhancement as “the process of taking deliberate steps at institutional level to improve the quality of learning opportunities....

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Fortnightly Mailing: Clayton Wright's Educational Technology Conference Listing, January to June 2014

Fortnightly Mailing: Clayton Wright's Educational Technology Conference Listing, January to June 2014 | e-Quality ("Quality" in Online Learning) | Scoop.it
Clayton Wright - source The 30th Educational Technology & Education Conferences Listing [28 kB DOC] has been published by Clayton Wright. Here is Clayton's covering note to the list.
Barry Dahl's insight:

The 30th edition has been published. The link to the Word doc is available on Seb Schmoller's blog. Via @sebschmoller

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Barry Dahl's curator insight, November 16, 2013 12:37 PM

The 30th edition has been published. The link to the Word doc is available on Seb Schmoller's blog. Via @sebschmoller

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Completion Rates - A False Trail to Measuring Course Quality? Let's ...

Completion Rates - A False Trail to Measuring Course Quality? Let's ... | e-Quality ("Quality" in Online Learning) | Scoop.it
We believe that the time has come to move away from theoretical models of learning where web-based learning/distance learning/e-learning are seen as simply emphasizing the separation of teacher and students.
Barry Dahl's insight:

Based on research - they conclude that lower completion rates are caused not by delivery method, but other factors: "Differences in completion rates revealed themselves to be more substantial between faculties than between distribution forms. The key-factor lies in design. Courses with the highest completion rates had three things in common; active discussion forums, complementing media and collaborative activities. We believe that the time has come to move away from theoretical models of learning where web-based learning/distance learning/e-learning are seen as simply emphasizing the separation of teacher and students. Low completion rates should instead be addressed as a lack of insight and respect for the consequences of online pedagogical practice and its prerequisites."

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MOOC Fatigue or How We Learned to Stop Worrying and Embrace the MOOC

MOOC Fatigue or How We Learned to Stop Worrying and Embrace the MOOC | e-Quality ("Quality" in Online Learning) | Scoop.it
Is it just us, or are we already suffering from “MOOC fatigue”? Who would have thought that such a question could be asked of a phenomenon that has only just begun? Yet the winds of hype, fanned by...
Barry Dahl's insight:

Lots of stuff in here about quality:

From that early research we learned that using old research paradigms for new approaches wasn’t very effective but if we could redesign and transform them they would emerge into next generation evaluation models. Almost from the onset, however, online learning in the Sloan-C initiative had a firm foundation grounded in the pillars that famed it in terms of:

AccessScaleStudent satisfactionFaculty satisfaction andLearning Effectiveness

In many respects the pillars gave online learning a clear evaluative definition that provided a prototype model that did not face the definitional problems encountered by blended learning and now MOOCs. Using the pillars as a strategic platform, we at the University of Central Florida were able to formulate set of set of necessary conditions for effective online initiatives.

Linkage to the core institutional missionHigh quality professional developmentOnline learner supportProactive mechanisms for policy formulationExecutive sponsors and championsAdequate resourcesOnline support servicesContinuous quality improvement through evaluationGrowth management

These principles, informed by the pillars, provided a clear roadmap to determining outcomes. Evaluation and assessment in these contexts were not easy because the baselines changed continually but they were doable.

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The MOOC Quality Project - The 12 Weeks Schedule

The MOOC Quality Project - The 12 Weeks Schedule | e-Quality ("Quality" in Online Learning) | Scoop.it
Schedule of Expert Contributions On May 8th we  launched a series of blog posts on this site from world renowned experts on MOOCs, all expressing their personal opinion about the topic of Quality o...
Barry Dahl's insight:

On May 8th we  launched a series of blog posts on this site from world renowned experts on MOOCs, all expressing their personal opinion about the topic of Quality of MOOCs.


The project follows simple rules: 12 weeks with each week featuring one new contribution, each contribution has to keep below 1500 words, each Wednesday noon there will be a new post and YOU all will have an opportunity to comment and discuss… - See more at: http://mooc.efquel.org/schedule-and-themes/#sthash.eElqCDNS.dpuf

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ITC 2013 Distance Education Leadership Academy - July 15-17 - Niagra Falls (actually, Buffalo)

ITC 2013 Distance Education Leadership Academy - July 15-17 - Niagra Falls (actually, Buffalo) | e-Quality ("Quality" in Online Learning) | Scoop.it
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MOOC Quality Project | an EFQUEL site

MOOC Quality Project | an EFQUEL site | e-Quality ("Quality" in Online Learning) | Scoop.it
Barry Dahl's insight:

The MOOC Quality Project...
The MOOC Quality Project, an initiative of the European Foundation for Quality in E-Learning (www.efquel.org), attempts to stimulate a discourse on the issue of Quality of MOOCs. A series of BlogPosts of worldwide experts and entrepreneurs will address the issue from each particpant’s viewpoint. After each blogpost we will allow a one week period of time to react and comment on the post made available. At the end of the week the discussion will be shortly summarized and made available to all.

 

The MOOC Quality Project, an initiative of the European Foundation for Quality in E-Learning (www.efquel.org),  addresses the latter question not by trying to find one answer which fits all, but by trying to stimulate a discourse on the issue of Quality of MOOCs. A series of BlogPosts  of worldwide visible experts and entrepreneurs  of MOOCs  will address the issue from each particpant’s viewpoint. After each BlogPost we will allow a one week period of time to react and comment on the post made available. At the end of the week  the discussion will be shortly summarized and made available to all.

 

Each Wednesday you will find a new post, with a length of 1000-1500 words maximum length.

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Quality Assurance in Blended Learning: BlendKit Reader: Chapter 5 | Blended Learning Toolkit

Quality Assurance in Blended Learning: BlendKit Reader: Chapter 5 | Blended Learning Toolkit | e-Quality ("Quality" in Online Learning) | Scoop.it
Barry Dahl's insight:
Blended Course Quality

A definitive statement of what constitutes the best combination of online and face-to-face learning experiences is impossible. No such statement exists for the best combination of traditional practices much less for the newer world of blended learning. Singh & Reed (2001) state “Little formal research exists on how to construct the most effective blended program designs” (p. 6). However, observers have begun to collate principles that, at least anecdotally, lead to greater success.

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Applying the Seven Principles for Good Practice to the Online Classroom | Faculty Focus

Applying the Seven Principles for Good Practice to the Online Classroom | Faculty Focus | e-Quality ("Quality" in Online Learning) | Scoop.it
Almost 25 years have passed since Chickering and Gamson offered seven principles for good instructional practices in undergraduate education.
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Brief post in Faculty Focus, but always good to remind yourself about the 7 principles.

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Ensuring Academic Quality in Higher Ed

Ensuring Academic Quality in Higher Ed | e-Quality ("Quality" in Online Learning) | Scoop.it
Using accrediting commissions is still the best way to ensure quality in U.S. higher education, and we should rely on these commissions to audit and validate institutions' learning outcomes.
Barry Dahl's insight:

"The federal government is taking an increasingly active role in regulating and assessing colleges and universities, largely due to its huge investment in financial aid. In the past, the government relied on accrediting commissions to certify quality and eligibility for financial aid, but the relationship between the government and accreditors has frayed. The government appears to be losing confidence in accreditors and is trying to ensure quality by imposing more regulations, such as a stricter definition of the credit hour and gainful employment regulations."

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Online Course Quality Guide – BYU–Idaho

Online Course Quality Guide – BYU–Idaho | e-Quality ("Quality" in Online Learning) | Scoop.it
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Categories:

Home About the CourseOutcomes & AssessmentContent and Media TypesInteractionStrategies for LearningImplementationEvaluationCourse Characteristics
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