Uncommon Thinking for the Common Good™ educause.edu EDUCAUSE Learning Initiative Webinar - Participant Chat: Links and A bbreviated Transcript Measuring the Effectiveness of Online/Blended Programs April 8, 2015: 1:00 p.m. ET (UTC-4; 12:00 p.m. CT, 11:00 a.m. MT, 10:00 a.m. PT) Abbreviated Chat Transcript: Veronica Diaz: (13:03) Welcome everyone! Welcome QM subscribers and ELI members! Veronica Diaz: (13:08) Also, does the institution support OL/BL programs we ll Malcolm Brown: (13:14) again: please use this chat space for comments and questions Shaun Moore (Oakland University): (13:15) pooll is closed Barbra Burch: (13:16) Research Information on QM Websitehttps://www.qualitymatters.org/ Sam: (13:17) looks like the educause site is offline Veronica Diaz: (13:17) the educause site is temporarily down Barbra Burch: (13:19) QM Research Libraryhttps://www.qmprogram.org/qmresources/research/ Continuous Improvement of the QM Rubric and Review Processes - Internet Learning journal articlehttp://www.ipsonet.org/images/Westphalia_Press/Internet_Learning_Journal_2-2/3- 1/3.%20Shattuck%20ILJ%203-1.pdf USF: (13:23) Does the QM have standards or rubric for entire online/blended programs or just online/blended courses? Barbra Burch: (13:23) We are in the process of testing a program certification process we have recently developed.It should be available in the coming months. USF: (13:24) Ok thank you Shaun Moore (Oakland University): (13:24) OLC's Quality Scorecard does a whole program Shaun Moore (Oakland University): (13:25) http://onlinelearningconsortium.org/consult/quality- scorecard/ USF: (13:25) Excellent, will look into it.
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Measuring the Effectiveness of Online/Blended Programs (271775857)
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8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)
MSU college of education: (13:37) meetng the course objectives/learning objectives
Natalie Snider: (13:37) Other-evidence of improved student practice
Elizabeth Hodas - HMC: (13:38) Student engagement
Malcolm Brown: (13:38) agree with Donnie: evidence of "better" learning
Robert O'Connor, Texas State University: (13:38) The online course is at least similar in content,
assignments, grades, retention, etc. as face-to-face courses.
Tawnya Means - University of Florida: (13:38) Other-improved student outcomes
Lois Christ University of Arizona: (13:38) Other = all of the above
Ginger Loggins: (13:38) So, @AJ if you de-emphasize lectures, how do you get students on board with
that?
Kalli Binkowski - U of MN: (13:38) lectyre is easier than other methods for aquiring information on their
own.
USF: (13:38) Improved transfer of learning into other courses, profession etc.
Suhasini Kotcherlakota University of Nebraska Medical Center: (13:38) I think all are important..
Sandie Miller William Paterson University: (13:38) @Amarjit - teacher presence can also be presence indialogues such as discussion forums, videos, etc.
Michael Weinraub: (13:38) Perhaps improved grade includes this but perhaps not: improved student
outcomes
University of Nebraska at Omaha (UNO): (13:39) We agree with USF
Kevin Hulen (University of North Florida): (13:39) We find that in order to maximimize the effectivenessof quality assurrance measures (QM, W3C, etc) you need to also be using a standardized course
template. In particular, if you are developing fully online programs.
Sandie Miller William Paterson University: (13:39) This poll tends to equate improved grades with better
student outcomes - not always a direct correlation
AJ Kelton / Montclair State University: (13:39) awesome representation from the Garden State!:-)
8/20/2019 Measuring the Effectiveness of Online/Blended Programs (271775857)
Kevin Hulen (University of North Florida): (13:45) We have Teaching Online Training seminars for
communicating best practices in delivery
AJ Kelton / Montclair State University: (13:45) [clap clap clap]
Barbra Burch: (13:45) I have put some links for resources about QM and QM research in the chat.
Alan Vespie: (13:45) Thank you.
Sandie Miller William Paterson University: (13:46) If we don't assume that the pre-QM course was poor
(and I agree that we can't do that), we will still need to directly compare on the same variables the preand post. Thus research will need to be done with the existing course as well.
Malcolm Brown: (13:47) @sandie agreed
Donnie Sendelbach: (13:47) faculty won't buy in if there isn't a same as or better. why do the work of
Uncommon Thinking for the Common Good™ educause.edu
Barbra Burch: (13:47) Yes - lots of challenges in isolating the impact of QM on the course.
Donnie Sendelbach: (13:48) (channeling comments I've heard on campus)
Malcolm Brown: (13:49) the most important factor in Roger's model of the diffusion of innovation is anobservable advantage that would be obtained by adopting the innovation
Malcolm Brown: (13:51) I'm curious: how effective a measure are reports & testimonies in the
determination of what works?
Sandie Miller William Paterson University: (13:53) This poll only goes to show that our eyes are not
necessarily on the target - student learning. Testimonials are an indirect assessment and not really a
good measurement of whether students have actually learned.
Malcolm Brown: (13:54) @Sanide so suggesting that reports etc are something of a proxy?
Lisa Star, EDUCAUSE: (13:54) http://tinyurl.com/seicases
Malcolm Brown: (13:56) By the way: the ELI is always looking for SEI case studies.Contact us if you have
done some research that would fit in with this series
Malcolm Brown: (14:00) Doing an SEI case study is pretty easy, if you've done the work: we have a writer
who does the heavy lifting on that aspect of the composition
Kevin Hulen (University of North Florida): (14:01) We have specific question in the survey tied directly to
decisions we made in coruse design. For example, "Is the course easy to navigate" or "Were you able toeasily find the Syllabus"those kinds of questions.
Malcolm Brown: (14:01) @Kevinah OK thanks!
AJ Kelton / Montclair State University: (14:01) will the link to the guide be sent along with the URL for
the recording for this session?
Carie UIdaho: (14:01) I'd want to find out the effectiveness of online discussions and Group work
Olgy Gary: (14:02) assessing effectiveness of MOOCs
Margie Rohr: (14:02) student engagment and learning outcomes
Nancy @ UIC: (14:02) In what ways does the introduction of iPads into the DMD curriculum impact
learning outcomes?
Veronica Diaz: (14:02) give us as much detail as you can on these :)
Sandie Miller William Paterson University: (14:02) Two things I'm interested in are Active learning and
mobile phone usage
Irma Sandercock: (14:02) Impact of Instructor Presence in an online course
Caroline Kong: (14:02) 1. how effective is the activity, and how do you create a general purpose scale to
rate the effectiveness (to match units with different leanring objectives)
Tawnya Means - University of Florida: (14:02) I would like to know about the most effective ways that
Teaching Centers can prepare faculty to teach effectively online and in blended courses
UMass Dartmouth: (14:02) Impact of instructor presence