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Assessing Pedagogy of Online Classes

Maureen S. Heaphy, Ph.D.

Ferris State University

College of Business

Online Classes

•One-third of higher education students are taking at least one online class

• Popular and convenient

@ACBSPAccredited #ACBSP2015

Successful Learning Experience

Kirkpatrick’s Levels (Kirkpatrick 2014):

• Level 1: Reaction• Level 2: Learning• Level 3: Behavior• Level 4: Results


Approach at Ferris State University Step 1

Objective: Are students satisfied?•Talk to: Students•How: • 1. End of class student satisfaction survey. 2. Feedback obtained periodically during class.•Resulting Information: Prof assessable, assignments clear, mechanics of class etc



Objective: Are students learning?

•Talk to: Students

•How: Portfolio

•Resulting Information: Rubric to assess results

against learning outcomes using students’ papers,

projects, and tests results. @ACBSPAccredited #ACBSP2015


Objective: Correct content?

• Talk to: Content expert

• How: Peer review

• Resulting Information: Link class learning

outcomes to overall program outcomes.@ACBSPAccredited #ACBSP2015


Objective: Qualified to teach online?

• Talk to: Online expert

•How: Online Instructor Certification (OIC)

• Resulting Information: One of the five levels

of certification. This is a voluntary program at

Ferris. @ACBSPAccredited #ACBSP2015

5 Levels of OIC

1. Basic pre-requisite skills for web-delivered instruction.

2. Platform-specific skills for web-enhancement of f-to-f courses.

3. Understanding of the pedagogical choices for blended delivery, and skillfully use most common platform-specific tools for blended delivery mode.


5 Levels of OIC cont.

4. Fully online instruction at least one semester, understanding of effective learner-centered strategies for engaging students, and skillfully use most common platform-specific tools for fully online delivery mode.

5. Completed Quality Matters (QM) faculty learning community and its peer review process.


Exercise

• In groups of 3 – 4, discuss the following.

Based on your experience, what is a bigger

challenge in an online class than f-to-f class?


OIC Level 3

A) LMS Knowledge1) Syllabus tool

a) Explain difference between using built-in syllabus tool and linking to fileb) Add syllabus to course using syllabus tool

2) Learning Module tool (basics)a) Create learning moduleb) Add file to learning modulec) Add content link (e.g. Discussion, URL, Assessment) to learning module @ACBSPAccredited

#ACBSP2015

OIC Level 3 cont.

3) Discussion toola) Create discussion forumb) Add discussion forum to folder or learning module

4) Assignmentsa) Create assignmentb) Attach document the assignment

5) Tests/Surveys/Poolsa) Create poolb) Create at least two questions of different typesc) Create test and add questions from pool

OIC Level 3 cont.

6) Track student participationa) Enable “Track number of views”b) Use performance dashboard

7) Availabilitya) Make content item availableb) Set availability dates and show confirmation

8) Adaptive Releasea) Add adaptive release criteria to content item based on grade @ACBSPAccredited

#ACBSP2015

OIC Level 3 cont.

B) Copyright and fair use1) Copyright and fair usea) Define Fair useb) Apply copyright and fair use citation to image or video


OIC Level 3 cont.

C) Group Processes1) Ability to design collaborative learning activitiesa)Create groups w/i “users & groups” area of control panelb) Create assignment for recipients of groupc) Create private discussion forums for groups

2) Describe rationale for assigning students to groups (number, composition)@ACBSPAccredited

#ACBSP2015

OIC Level 3 cont.

D) Assessment1) Informed decisions on assessment methods based on desired

outcomesa )Examples of outcome and assessment methodsb) Rationale of assessment method

2) Rubrics: formulate effective rubrics for assessment of learning activitya) Create Rubricb) Link Rubric to graded discussion forumc) Create column in grade center and add Rubric@ACBSPAccredited

#ACBSP2015

OIC Level 3 cont.

3) Objective measurement methodsa) Provide example of an objective method you use

4) Subjective measurement methodsa) Provide example of a subjective method you use

5) Clearly state expectations for student participation and performance


Conclusion

• “The role of the instructor as leader and guide is pivotal and can be the single largest influencer of how effectively students learn in online settings.” (2014 Allen)


References

• Allen, I. E., & Seaman, J. (2011) Going the Distance: Online Education in the United States, 2011, Babson Survey Research Group.

• Allen, I. E., & Seaman, J. (2014) Grade Change: Tracking Online Education in the United States. Babson Survey Research Group.

• Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium.

• Kirkpatrick, J., Kirkpatrick, W. (2014). The Kirkpatrick Four Levels: A fresh Look after 55 years 1959 – 2014. www.kirkpatrickpartners.com

• Online Learning Consortium http://onlinelearningconsortium.org/learn/basic-teaching-program/

• Washington State University. http://elearning.wsu.edu/OnlineCourses/cert_course.aspx


http://www.kirkpatrickpartners.com/

http://onlinelearningconsortium.org/learn/basic-teaching-program/

http://elearning.wsu.edu/OnlineCourses/cert_course.aspx

Questions?
