Session 3: Online Instruction Evaluation

Session 3 Assignment

1. Select one of the rubrics or use one of the standards identified by the Quality Matters Program (QM) to evaluate one existing online course of your choice. The course may be an online course you have taken as a student or a free course available on the web.

2. Explain why you chose the specific rubric/standards/elements and the particular online course.

The rubric that I am choosing is the one from California State University, Chico. This made since to me as I have had an opportunity to use it in the past. I also liked the “Faculty Use of Student Feedback”, this is one point that I felt really enriched my past online classes and wanted to include it on the rubric.

I really enjoyed taking online instruction courses, and this past course was very difficult for me. So I picked ETEC 674 with Dr. Eun-Ok Baek,for winter 2012. The set up and delivery for all of Dr. Baek’s courses are strict and clearly written and encourage student feedback, or should I say demand. Her classes feel like a face to face with the entire interaction-takingplace.

3. Post your evaluation results.

I need a bit of help posting this one, so my friend from class Lonelle Minesinger helped me do the links and post. Here is the link to my Assignment 3 Rubric

4. Decribe how you will revise your own online instruction for successful delivery based on what you have learned from the evaluation the existing online course.

I am going to use the rubric to remind me what is important and how I graded Dr. Baek. I marked her down with feedback because she did not respond for a couple of weeks. Using her as one of the best instructors of online learning I have had, I graded her harder. I want to hold myself up to that standard if and when I ever teach. Of course right now it seems almost impossible to think of teaching where I sit.

Session 2 Assignment

Session 2: Online Instruction Evaluation Rubrics

For our assignment number two we are suppose to review three different rubrics, compare and
contrasting them and then write about them. The three rubrics and one program
standard are:

Quality Matters Rubric Standards & Program Rubric

California State University, Chino Rubric

Exemplary Course Program (Blackboard) Rubric

Summary


Quality Matters Rubric Standards & Program Rubric ~ created by Maryland Online and very,
very detailed. There are eight general standards forty-one specific standards. However we are going to stick with the general which are:

1. Course Overviews and Introduction
2. Learning Objectives (Competencies)
3. Assessment & Measurement
4. Instructional Materials
5. Learner Interaction & Engagement
6. Course Technology
7. Learner Support
8. Accessibility

Exemplary Course Program (Blackboard) Rubric ~ This program started in 2000 with trying to find the best way to evaluate an online course. This rubric only has for standards which are:

1. Course Design
2. Interaction and Collaboration
3. Assessment
4. Learner Support

California State University, Chico ~ In 2002 a committee called the Committee for Online Instruction was formed to help to assist in having some control over the guidelines and instruction in online courses. This committee has a mix of faculty, staff, administrators and
one student. This rubric uses six standards which are:

1. Learner Support & Resource
2. Online Organization & Design
3. Instructional Design & Deliver
4. Assessment & Evaluation of Student Learning
5. Innovative Teaching with Technology
6. Faculty Use of Student Feedback

Comparison ~ All three rubrics were designed to be used in either a fully online course or a hybrid/blended course. Instructions seem to be clear on how to use the rubric, although one is
way more detailed and in depth than the other two; standards and rating are similar
in what they are rating.

Contrast ~ Some differences that I see are that the Exemplary Course Program only has four standards, California State University Chico has six and the Quality Matters Program Rubric has eight. Although the Exemplary Course has the least amount, it actually seems to be more detailed and more in depth with the ratings. The Quality Matters Rubric seems to be easy to follow and has a very detailed instruction page and the ratings information is very thorough in helping the
rater to decide if the course is effective or not. Personally I really like the sixth standard on the California State University, Chico rubric. In our ETEC 541 course we had a big discussion on student feedback and the importance of it in an online course due to lack of face to face conversation. So, I would say that my favorite would be the California State University, Chino rubric.

Two elements of improvement for my training ~

Category 3 ~ Instructional Design & Deliver ~ Course offers ample opportunities for
interaction and communication student to student, student to instructor and student to content.

Since I will be conducting a training, not a course, I want to ensure that I offer several opportunities for the people taking my course to ask me questions, take over any concerns or give
advice on what I can change to help with their understanding.

Category 6 ~ Faculty Use of Student Feedback ~ Instructor offers multiple opportunities
for students to give feedback on ease of online technology and accessibility of course.

With this training I want to establish is this is a training that I can send the trainee a link and they can do it on their own or if I actually need to set up a conference and give the training in person. This can help me in establishing how I can adapt the training to serve both areas.