Target 2018Target 2018

Pathway to the FuturePathway to the FutureMiddle States Commission on Higher EducationMiddle States Commission on Higher Education

Session GoalsSession Goals

Explore strategies to reflect the fundamental elements of Characteristics of Excellence in eLearning

Showcase best strategies and examples of instruments for developing, assessing, and improving eLearning initiatives

Examine indicators of quality in online instruction

Distance learning

Distance Learning

DistanceDistance

LearningLearning

Staying the CourseStaying the CourseOnline Education in the US, 2008Online Education in the US, 2008

Sloan ConsortiumSloan Consortiumhttp://www.sloanc.org/publications/survey/staying_course

Characteristics of Excellence Characteristics of Excellence in Higher Educationin Higher Education

Middle States Commission Middle States Commission on Higher Education (2006)on Higher Education (2006)

Standard 8: Standard 8: Student Admissions and RetentionStudent Admissions and Retention

The institution seeks to admit students whose interests, goals, and abilities arecongruent with its mission and seeks to retain them through the pursuit of thestudents’ educational goals.

Standard 9: Standard 9: Student Support ServicesStudent Support Services

The institution provides student support services reasonably necessary to enable each student to achieve the institution’s goals for students.

Floyd and Casey-Powell ModelFloyd and Casey-Powell Model

Learner Intake Phase

Learner Intervention Phase

Learner Support Phase

Learner Transition Phase

Measurement Phase

Floyd, D. L., & Casey-Powell, D. (2004). New roles forstudent support services in distance learning. New Directions for Community Colleges, 128, 55-64.

Learner Intake PhaseLearner Intake Phase

Students need information about online learning, admissions, online programs, placement testing, contact information, financial aid, scholarships, and orientation to the college.

Students need to determine whether or not online learning is appropriate for their learning style, level of motivation, and personal needs.

http://www.umuc.edu/spotlight/411.html

Learner Intervention PhaseLearner Intervention Phase

This phase begins with the student’s first online course. Students learn how to become effective online learners. They learn about the institution’s services that are designed to support students, such as tutoring, library services, and technical support.

Thursdays with Joyce!Distance Learners, you now have an online advisor just for you!

On Thursday evenings, from 6:30 – 7:30 p.m., join Academic Advisor Joyce Murphy as she answers your general academic questions. To participate, all you need are speakers (required) and a microphone (optional). Go to http://www.aacc.edu/virtualcampus/virtualmeeting.cfm for directions on setting up your computer. It’s easy and will only take a few minutes.

Learner Support PhaseLearner Support Phase

The Learner Support Phase covers the remainder of the semester (week 2 and beyond).

Students develop additional skills that lead to successful course completion. Students may develop these skills by working with faculty, academic advisors, and other support staff.

Learner Transition and Measurement PhasesLearner Transition and Measurement Phases

Students receive career and academic advising as part of the Learner Transition Phase.

The institution examines the effectiveness of its online student services by assessing retention, graduation, and persistence rates during the Measurement Phase.

Student Servicesfor Online Learners

Standard 10: Standard 10: FacultyFaculty

The institution’s instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals.

Standard 11: Standard 11: Educational OfferingsEducational Offerings

The institution’s educational offerings display academic content, rigor, and coherence appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings.

Standard 13Standard 13: Related Educational Activities: Related Educational Activities

The institution’s programs or activities that are characterized by particularcontent, focus, location, mode of delivery, or sponsorship meet appropriatestandards.

Peer Course Peer Course ReviewReview

FeedbackFeedback

CourseCourse

Course Meets Quality Course Meets Quality ExpectationsExpectations

Course Course RevisionRevision

Instructional Designers

•Institutions •Faculty Course Developers

•National Standards & Research Literature•Rubric

•Faculty Reviewers•Training

Quality Matters:Quality Matters: Peer Course Review ProcessPeer Course Review Process

The Rubric The Rubric

Eight General Standards:

1. Course Overview and Introduction2. Learning Objectives 3. Assessment and Measurement4. Resources and Materials5. Learner Interaction6. Course Technology7. Learner Support8. Accessibility

Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes.

Key components must align.

MONTANA

WYOMING

IDAHO

WASHINGTON

OREGON

NEVADA

UTAH

CALIFORNIA

ARIZONA

NORTH DAKOTA

SOUTH DAKOTA

NEBRASKA

COLORADO

NEW MEXICO

TEXAS

OKLAHOMA

KANSAS

ARKANSAS

LOUISIANA

MISSOURI

IOWA

MINNESOTA

WISCONSIN

ILLINOISINDIANA

KENTUCKY

TENNESSEE

MISS

ALABAMA GEORGIA

FLORIDA

SOUTHCAROLINA

NORTH CAROLINA

VIRGINIA

WV

OHIO

MICHIGANNEW YORK

PENN

MARYLAND

DELAWARE

NEWJERSEY

CONNRI

MASS

MAINE

VTNH

ALASKA

HAWAII

PUERTO RICO

VIRGIN ISLANDSSome Subscribers in

StateStatewide Subscribers

7/1/2008

Quality Matters: An Emerging National Standard

Subscriber SurveySubscriber Survey

Respondents asked to rank their goals for QM and their current uses of QM

Contacted @200 QM Institutions

• 33% Response Rate

Part I: Goal ChoicesPart I: Goal Choices

To improve the quality and consistency of online and/or hybrid courses

To stimulate faculty interest in online and/or hybrid instruction To help prepare faculty for their role in online and/or hybrid

instruction To validate the quality of online and/or hybrid courses to our

internal and/or external stakeholders To enhance our internal quality assurance process for distance

learning Other?

Goal Results - 1 Goal Results - 1

Almost unanimous (52 of 64) first goal:

• To improve the quality and consistency of online and/or hybrid courses

• Remaining 1st choices were scattered

Validate quality for stakeholders (6 of 64)

Help prepare faculty (4 of 64)

Enhance internal QA process (2 of 64)

Stimulate faculty interest (1 of 64)

Four respondents co-ranked all goals as #1

Goal Results - 2: Goal Results - 2: Differentiate by Second-Ranked GoalDifferentiate by Second-Ranked Goal

• Stimulating faculty interest in online education is no longer a major issue among the 250+ schools that subscribe to Quality Matters.

Goals for Institutions Getting Started vs. ExperiencedGoals for Institutions Getting Started vs. Experienced

Standard 14Standard 14: Assessment of Student Learning: Assessment of Student Learning

Assessment of student learning demonstrates that, at graduation, or other

appropriate points, the institution’s students have knowledge, skills, and

competencies consistent with institutional and appropriate higher education

goals.

““Assessment is not an event but a process that is an Assessment is not an event but a process that is an integral part of the life of theintegral part of the life of the

institution, and an institution should be able to institution, and an institution should be able to provide evidence that theprovide evidence that the

assessment of student learning outcomes and use of assessment of student learning outcomes and use of results is an ongoingresults is an ongoing

institutional activity.” institutional activity.”

Characteristics of Excellence in Higher Education (2006, p. 79)

Target 2018Target 2018

Path to the FuturePath to the Future

For more information…For more information…

Jean M. Runyon, Dean, Virtual CampusAnne Arundel Community Collegejmrunyon@aacc.edu410-777-1249

Deborah Adair, Director of AdministrationQuality Mattersdadair@qualitymatters.org301-356-6631