Assessing the Quality of Online Courses Rayane Fayed Instructional Designer American University of Beirut June 2013.

Assessing the Quality of Online Courses

Rayane FayedInstructional Designer

American University of Beirut

June 2013

Purpose of My Research

What are the standards that should be used to measure the

quality of online courses

AUB’s Path in E-Learning• Moodle @AUB

• The Web-Enhanced Courses

• The Blended Courses

• A first attempt into Online Learning

Online Learning @ AUB: Still A Challenge

• Culture• Technological limitations• Demand• Social isolation• Quality of courses

Defining “Quality”

Robert Gray defined it as an “online course that adheres to 3 basic principles”:

– It meets different learning styles– It encourages interaction– It uses different assessment

methods

The Research Phases

Rubrics Initiatives

Learning effectiveness

Cost effectiveness

Access

Faculty satisfaction

Students satisfaction

The Sloan Consortium Quality Framework and the Five Pillars California State University Chico's

Rubric for Online Instruction

Learner Support / Resources

Online organization and design

Instructional design and delivery

Assessment & evaluation of student learning

Appropriate and effective use of technology

Faculty use of student feedback

PHASE I

7 Principles of Effective Teaching1. Encourages contact between students

and faculty

2. Cooperation among students

3. Active learning

4. Encourages prompt feedback

5. Emphasize time on task

6. High expectations

7. Diverse ways of learning

PHASE I

The Need of a Customized Rubric

PHASE I

The ADDIE Model

• Analysis Phase

• Design Phase

• Development Phase

• Implementation Phase

• Evaluation Phase

PHASE I

The RUBRIC

PHASE II

The “A ” in the Rubric• The Faculty Survey

– The availability– The computer– Background and openness to change– Time Commitment– …

• The Student Survey– Demography– Background– Computer skills– Learning type– Previous online experience– …

• The Course Survey– The purpose of the course– The course goals and objectives– The type the course and its prerequisites– …

PHASE II

The “D” in the Rubric• The Syllabus Design:

– Contact information of the instructor– Contact information of the support system– Course goals and objectives– Course requirement– Grading criteria– Course policy– Course schedule– Rubrics– Overall course design– Outline of the course

• Alignment of course objectives with selected course activities (preferably using the backward design template)

PHASE II

The 2nd “D” in the Rubric

• Learner Support• Course Structure and Design• Instructional Strategies and

Course Content• Student Assessment• Accessibility and Technology

use

PHASE II

The “I” in the Rubric

• Faculty support and training• Faculty Role in the course

PHASE II

The “E ” in the Rubric

• Evaluation of the course (previous steps)

• Feedback from Students– Mid-Semester Evaluations– End-of-Semester Evaluations– Reflections

PHASE II

Testing the Rubric

• WebCT• AUB Courses

PHASE III & IV

Limitations of the Study

• Selected courses were previously taught

• No contact with Instructors

• No Access to student grades

• Non-AUB Courses

Future Studies & Recommendations• Instructional designers as

course auditors

• Conditional questions based on type of courses

• Digitized rubric

Conclusion

Questions?

Thank You!

Rayane [email protected]

lb.linkedin.com/in/rayanef/