Quality without a Prescription

Michael Berta, Ed.D.

Daemen College

QUALITY WITHOUT A PRESCRIPTION

Niagara University Conference on Teaching and Learning

January 2014

/drmikeberta

@mikeberta

mberta@daemen.edu

Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 20113,000,000

3,500,000

4,000,000

4,500,000

5,000,000

5,500,000

6,000,000

6,500,000

7,000,000Online Course Enrollments

Allen & Seaman(2008) (2009) (2010) (2011) (2012)

TheProblem

Quality Concerns

Increased Oversight

Inadequate

Institutional Systems Course

Delivery Unaddress

ed

Rigid Quality

Structures

Austin, 2010; Battin-Little, 200; Endean, et. al., 2010; Forsyth, et. al., 2010; Hoskins, 2009; Kee Meng & Mayadas, 2010; Picciano, 2009; Pollocia & McAllister, 2009; Postek, et. al, 2010; P. S. Smith, 2011; Westerfelt, 2011; Wickersham & McElhany, 2010; Vardi, 2012

Quality evaluation processes for distance education do not account for the complex differences in pedagogical approaches across disciplines or institutions and do not support the variety of skill levels and needs amongst faculty.

Endean et al., 2010; Forsyth et al., 2010; Picciano, 2009; Postek et al., 2010; P. S. Smith, 2011; Westerfelt, 2011

5. Develop Framework

1. Create a Sample Case

3. Revise2. Collect and Analyze

4. Repeat

Formative

Research

Method

(Reigeluth & Frick, 1999; Reigeluth, 2009)

RQ 1

RQ 2RQ 3

Appeal

EffectivenessEase of Use

Pedagogical Flexibility

Teaching and Learning Quality

Support and Necessary Skills

Framework Organization

Comprehensiveness

Support for Quality• Flexible• Evolving

Improved Efficiency• Reduced burden• Easy to use

Collaborative• Common

Language• Designers and

Faculty

Globalization• Increased quality• Demonstration of

standards

IMPLICATIONS FOR LEADERS

CourseQ™

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