Transcript
Why quality must be assuredInside Higher Ed “Equal Promises, Unequal Experiences”
April, 2016 George Washington University students take legal action against the University for failing to provide a quality, or equivalent learning experience compared with on-ground students.
Students paid $33,000 for the masters program, $4,000 more than on-ground students
Defining quality
“Quality means identifying the needs of the student, then taking steps to meet those needs.” (Endean, Bai & Du, 2010)
What students need...
Clear instructions
Effective course organization and scaffolding
Access to instructors and regular interaction with them
Explicitly stated learning objectives
Content that’s current and relevant and aligned with objectives
Assessments that measure objectives
What students need...
Clear assignment instructions with high quality examples
Multiple content types (reading, video, audio, images, interactive learning objects)
Reminders and support
Meaningful and timely feedback
Inclusive design (accessible, diverse)
What instructors need...
Support, time, and professional development for course design
Professional development for online instruction including specific learning management system and online facilitation skills
Appropriate class size (formula based on department needs and assessment strategies)
Formative and summative feedback on successes and challenges
Educational developer roleSupport, collaboration and partnership with instructors/subject matter experts - other stakeholders?
Resource advice for content and assessment strategies specific to the course topic and discipline
Recommendations for LMS and external tools that achieve communication and interaction goals within the course
Course design project management
Educational developer roleFirst run facilitation support and modeling
Trouble-shoot using student data and participation levels
Formative adjustments based on early feedback
Post-course evaluation and recommendations for continuous improvement
Course design for qualityCourse planning, outline, learning objectives (LOs)
Active learning design, high expectations, multiple feedback channels, social opportunities
Content that supports students to meet LOs (including student-curated)
Content in multiple formats assuring accessibility
Assessments that confirm achievement of the LOs - multiple assessment types
Course is well organized with explicit and transparent guidance and high quality examples of assessments
Course is actively and regularly facilitated by the instructor
Course design for qualityCourse planning, outline, learning objectives (LOs)
Active learning design, high expectations, multiple feedback channels, social opportunities
Content that supports students to meet LOs (including student-curated)
Content in multiple formats assuring accessibility
Assessments that confirm achievement of the LOs - multiple assessment types
Course is well organized with explicit and transparent guidance and high quality examples of assessments
Course is actively and regularly facilitated by the instructor
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