Best Practices for Older Adults in Online Education

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BESTPRACTICESFOROLDERADULTS

INONLINEEDUCATION

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LATE-CAREERADULTSINONLINEEDUCATION

MERLOT

JournalofOnlineLearningandTeaching

Vol.6,No.2,June2010

Late-Career Adults in Online Education:A Rewarding Experience for Individuals Aged 50 to 65

Amy S. Gaumer Erickson

University of Kansas, Center for Research on Learning

Lawrence, KS 66045 [email protected]

Patricia M. Noonan

University of Kansas, Center for Research on LearningLawrence, KS 66045 USA

[email protected]

Abstract

Adults over age 50 are increasingly pursuing online instructional modalities of higher education coursework. While research shows that late-career adultstypically prefer traditional, face-to-face instruction, some are embracing theflexibility and convenience inherent in online instruction. This mixed-methodstudy examined both the academic performance and instructional support needsof late-career adults (aged 50-65) in an online course as compared to early-career (aged 21-35) and mid-career (aged 36-49) adults. Surprisingly, results of the study indicate that not only are late-career adults satisfied with the onlinedelivery, but they actually find the experience to be more rewarding than their

early- and mid-career peers despite the differences in technical abilities.Additionally, results reveal that for late-career adults to be successful in onlineclasses, they initially require higher levels of technology support and digitalinteraction. However, after receiving the technical assistance, they perform asgood as or better than their younger peers.

Keywords: postsecondary education, older adults, continuing education, onlineinstruction, distance education



Introduction

It is an easy task to reflect back upon an experience that was as positive as this was.It began with apprehension, the first class I had taken in many years, uncertainty about the qualities of the materials and some indecision as to wanting to dedicate theamount of time necessary to make the process meaningful. It is ending with a desireto continue. This has been a rewarding experience and has been a benefit to my role

as teacher.

This was written by a 58-year old male student on an end-of-course evaluation of an onlinegraduate course.

Literature Review

Information from the U.S. Census Bureau (2008) reveals that the overall population in the UnitedStates is aging, and their projections show that in the next few decades the fastest growingsegment of the population will be older adults. This holds true for the workforce as well, with thenumber of workers over the age of 55 increasing at a higher rate than any other age group (Alley& Crimmins, 2007). Additionally, we know that our economy and workforce demand life-longlearners who continually update and upgrade skills (Shen, Pitt-Catsouphes, & Smyer, 2007), andthat late-career workers value workplace lifelong learning (Fredericksen, 2006).

Despite the emergence of the “late-career student,” there is scant research on the educationalneeds and performance of students ages 50-65 in higher education (Paulson & Boeke, 2006).Interestingly, the American Council on Education recently published research results entitledReinvesting in the Third Age that identified the need for higher education to focus more onindividuals aged 50 and older (Lakin, Mullane, & Robinson, 2007 & 2008). Recommendationsfrom this focus group research suggested that older adults prefer education “skill-ettes” (i.e.,short, specialized instruction focused on a particular need) and colleges should learn more aboutthe interests and needs of this age group. This is consistent with the finding that late-career workers possessed positive attitudes toward learning, but only if it was relevant and helped themdo their jobs better (Fuller & Unwin, 2006).

To compound matters, higher education is experiencing a shift from traditional face-to-faceinstruction to fully online courses (Grant & Thornton, 2007; Rose, 2009). Online enrollmentcontinues to rise rapidly with over 20 percent of students taking online courses (Allen & Seaman,

2008). It is expected that this shift in learning modalities will become even more prevalent in thenext decade, so to maintain credentials and engage in life-long learning, late-career adults willhave little choice but to attempt online coursework. This online interaction is second nature for digital natives (i.e., those who grew up with computer technology), but it requires new learningfor digital immigrants (Prensky, 2001). Additionally, this shift in instructional formats implies thatinstructors must follow the process of interaction design to create an effective environment for diverse learners in their online coursework (Preece, Rogers & Sharp, 2002; Tallent-Runnels,Thomas, Lan, Cooper, Ahern, T.C., Shaw, et al., 2006). To identify these learning needs,instructors will need to conduct an analysis of necessary technology support and assignmentoptions that match the learning styles of their course participants.

While late-career adults are becoming more technologically savvy, these digital immigrants arestill reluctant to take online coursework. In 2007, AARP reported that most adults (69%) aged 50to 64 used the Internet; however, they rarely participated in formalized online learning. When

asked why they did not participate in online coursework, older adults most often cited poor computer skills and loss of face-to-face connections as the primary reasons (Lakin et al., 2008).Contrary to the research, this study found that more than a third of all students in the onlinegraduate course Introduction to Transition Education and Services were late-career adults. Thecharacteristics of the students aged 50 to 65 and their learning outcomes from the course arethe focus of this study.

Methods

This study examined the learner characteristics, academic performance, and satisfaction of late-career teachers (aged 50-65) in an online graduate course. Research questions included:



1. Why did late-career adults choose to take this online course?

2. What level of content and technology knowledge did participants have prior to the onlinecourse?

3. How did late-career adults perform in this online course?

4. What level of technology support was necessary to facilitate the learning of late-career

adults in the online environment?

5. Were late-career adults satisfied with the online course content and instructionalmethods?

Setting and Content

The asynchronous online graduate course, Introduction to Transition Education & Services wasdesigned for secondary special educators who support students with disabilities in high school.The course was the first in a series of five online graduate courses, each worth 1 graduate credithour (totaling 5 graduate credits) at a Midwestern research university. Employing a cohortmodel, course participants advanced through the series together, with research-basedinteraction design and instructional support components embedded into each course. Theseincluded: (a) a syllabus that outlined all assignments, expectations, and due dates; (b) detailedtechnical assistance instructions with screen shots; (c) structured discussions with a rubric

posted on the course website; (d) a forum to post course questions; (e) content and mediaoptions that addressed a variety of learning styles; (f) student choice in application activities thatrelated the content to their teaching; and (g) a reflection and evaluation of the instruction andlearning experience that was used to continually enhance the instruction and learningenvironment. This standardized format enabled learners to master the learning format during thefirst course and then continue to use these newly-acquired skills in the subsequent courses.

As the first course in the series, Introduction to Transition Education & Services was offeredduring the fall and summer semesters using the open-source course management platformMoodle (http://moodle.org/). One week prior to the start date, students received access to thecourse and login instructions so they could explore the website freely. The course websiteprovided students the syllabus, grading rubric, information about technical formats, and allnecessary resources needed for successful completion. Students submitted all assignments onthe course website and e-mails could be sent to the instructor through the website or via

students’ personal e-mail accounts. Participants

In 2007-2009, 136 graduate students completed Introduction to Transition Education & Services.Two state Departments of Education (one Midwestern and one Eastern State) offered limitedstipends to high school special education teachers in their state who chose to take the course.The course was customized with state-specific content for the cohorts in these states. Other participants enrolled online through the university’s continuing education division and paid fulltuition. The results of this study reflect the data from the seven cohorts of students whoparticipated in Introduction to Transition Education & Services between 2007 and 2009 (seeTable 1).

Table 1: Cohorts

Year Cohort Number of Students

Percentage of Students aged 50

and above

2007 State A, Cohort 1 17 53%


State B, Cohort 1 19 26%

National, Cohort 1 13 46%




State B, Cohort 2 23 26%

National, Cohort 2 12 33%

Total 136 38% (51 students)

While the program did not intentionally recruit late-career adults, 51 individuals aged 50-65chose to enroll. These students were primarily female (82%) and the majority held a master’sdegree or higher (67%). Job titles of these older adults included: special education teacher (30),transition specialist (7), related-services provider (6), administrator (3), college faculty (2),community agency consultant (2), and parent of a child with a disability (1). Most of theseindividuals had a long-term career in the field of education (i.e., 74% for 10+ years, 16% for 7-9years, 6% for 4-6 years, and 4% for 1-3 years).

Measures

Several quantitative and qualitative measures were implemented throughout the online graduatecourse to collect background information on the participants and assess their change inknowledge, attitude, and skill. Furthermore, data were archived throughout the course tocontinually improve the course content and instructional strategies. These measures aredescribed next.

Demographic Survey. Prior to starting the course, participants completed a survey that gathereddemographic information as well as their use of and comfort with technology. Descriptive andcomparative analyses were used to develop a detailed picture of the course participants.

Competency Survey. The competency survey was based on the transition specialist indicatorsidentified by the Council for Exceptional Children’s Division on Career Development andTransition (2000). Participants were asked to rate their current aptitude on 40 indicators using a4-point Likert scale. This pre-assessment survey enabled course content to be tailored to meetthe needs of the participants.

Case-based Learning Pre/Post Assessment. During the second week of the course, participantscompleted a case-based learning experience on transition education compliance and bestpractice (Morningstar, Gaumer Erickson, Lattin & Wade, 2008). This learning experience utilizedperformance-based assessments that required participants to apply their learning to case studyexamples and their own students. The pre/post assessment consisted of a 20-item multiple-

choice test on key points of the Individuals with Disabilities Education Act (2004).Satisfaction Survey. After completing the case-based learning component, participants wereasked to rate their satisfaction with the interactive content and online learning in general on a 20-item survey using a 5-point Likert scale. Questions on this survey evaluated the time required tocomplete the learning experience, comfort with technology, components of the case-basedlearning experience that were most beneficial, and future uses for the information gainedthrough the learning experience.

Discussion Forums. Asynchronous discussions were utilized during two of the four weeks of thecourse. A topic in the first week’s discussion asked participants to introduce themselves andshare their hopes and concerns related to the course. In addition to the week-long discussion,the instructor asked participants to post their questions about course content in a forum titled,“General Class Questions.” This enabled the instructor to post responses that could beaccessed by all course participants. For this study, discussions from both Week 1 and General

Class Questions were analyzed. These qualitative data were collected, printed, and coded toreveal themes related to the comfort with technology and reasons for pursuing the course. It wasthen quantified revealing the number of posts for each course participant related to the themes.

E-mail Communication. All e-mail communication with the instructor was archived. While manystudents posted their questions to the General Class Questions discussion forum, others feltmore comfortable sending an e-mail directly to the instructor. These e-mails were coded throughthe same procedure as described above for the discussion forums.

Course Reflection. During the last week of the course, participants were asked to reflect on the



course content. Specifically they were asked to:

Write a 1-2 page single-spaced reflection on this online learning experience. Besure to identify: (a) information, resources, & activities you found most useful,(b) how you will use the information to improve transition services in your schoolor community, and (c) suggestions for improving this online learning experience.

A random sample of twenty-five reflections from participants aged 50-65 were coded andthemed to identify the course content that they found to be most beneficial and the applicationactivities they planned to undertake based on their learning. Additionally their suggestions for improving the online experience were analyzed to identify overarching support needs of this agegroup.

Quantitative data analyses consisted of descriptive statistics (i.e., mean and standard deviation),analysis of variance (ANOVA), and paired-samples t tests. For all analyses, the courseparticipants were divided into three groups (early-career participants aged 21-35; mid-career participants aged 36-49; and late-career participants aged 50-65). ANOVA procedures evaluatedthe relationship between factors and the dependent variable (e.g., the relationship betweentechnology skills and the age of participants). Because each ANOVA included variables withmore than two levels, they were followed with pairwise comparisons (i.e., Dunett’s C if varianceswere unequal or the least significant difference (LSD) procedure if variances were not

statistically different). A paired-sample t test evaluated the performance across time with twodata points (i.e., case-based instruction pre/post test performance). The a priori level of 0.05 wasset for all statistical tests (Green & Salkind, 2003).

Results

Throughout the results section, course participants are compared using three groups. Thoseaged 50-65 are termed late-career; aged 36-49 termed mid-career; and aged 21-35 termedearly-career. Because the vast majority of individuals who participated in the course werepracticing teachers, these employment terms accurately represent the participants.

Why did late-career adults choose to take this online course?

When asked why they chose to take the course, late-career participants cited two main reasons:1) their interest in the topic and 2) the ability to earn recertification credits. As one student noted,“I see the courses as a great opportunity to learn knowledge and skills that will better equip my

students to meet their post-secondary goals.” Others described the appealing layout, “Thisseemed to be a good way to learn more about the field in an efficient and timely manner” and “Ilike the opportunity to gain new information in a short period of time. I also like the intensivefocus on one topic at a time.”

What level of content and technology knowledge did participants have prior to the course?

The subject-area competency was similar across all age groups. When asked to ratecompetency on 40 transition-related skills, the mean scores of late-career participants rangedfrom 1.90 (not prepared) to 3.70 (very prepared), with an average rating of 2.5 (somewhatprepared). This was similar to their mid- and early-career counterparts. These means reveal thaton average the course participants, regardless of their age, felt that they had a moderate level of competency related to the course content prior to enrolling in the course (see Table 2).

Thirteen of the 51 late-career adults (25%) had previously completed an online course. A one-

way analysis of variance was conducted to evaluate the relationship between the number of online courses taken and age of the student. Error rates on follow-up analyses were controlledfor using the LSD approach. These analyses found that previous online course-taking of late-career participants was significantly lower than the online course-taking of early-career participants (see Table 2). The online course-taking for mid-career participants was between thatof early- and late-career participants and thus not statistically different from either group.

Late-career adults identified having a moderate level of technology skills and used technologymoderately in their daily work. While their technology usage rated at the same level as early-and mid-career participants, the mid- and late-career participants felt less experienced



technologically than the early-career participants (see Figure 1). A one-way analysis of variancewas conducted to evaluate the relationship between technology skills and age of the student.Because Levene’s test found that equal variance could not be assumed, error rates on follow-upanalyses were controlled for using the Dunnett C approach. There was no statistical differencebetween the technology skills of mid- and late-career participants, but both groups rated their technology skills statistically lower than the early-career participants (see Table 2).

Figure 1: Technology Use and Skill

How did late-career adults perform in this online course?

Late-career adults had high levels of success in this online course. All (100%) late-career participants successfully completed the course requirements. Students receiving graduate creditwere graded on an A-F system with 22 earning an A (90-100%) and 2 earning a B (80-89%).

Other participants chose to earn Continuing Education Units (CEUs) with a pass/fail systemthrough which the remaining 27 participants earned a passing grade.

The case-base learning pre/post assessment reinforced the data from the competency surveythat identified similar levels of proficiency in the subject area for all age groups. On the pre-test,late-career participants averaged 62% and increased their scores to 80% on the post-test. Nosignificant differences were found in either the pre- or post-test scores when compared to their younger counterparts. A paired-samples t-test was conducted to evaluate the increase inknowledge from the pre-test to the post-test. The results for late-career participants indicatedthat the mean score on the post-test (M=80.42, SD=11.56) was significantly higher than themean score on the pre-test (M=61.59, SD=15.57). Results for mid- and early-career participantsalso showed significant increases in knowledge.

What level of technology support was necessary to facilitate the learning of late-career adults inthe online environment?

The discussion forum and e-mail analyses revealed that students aged 50-65 ask moretechnology-related questions than their younger counterparts. These questions included askingfor directions regarding posting comments, submitting assignments, and accessing onlineresources. Approximately 40% of the late-career adults asked a technology-related question. AnANOVA followed by a Dunett’s C test revealed that late-career participants asked significantlymore technology-related questions than early-career participants. Results for mid-career participants were not significantly different from either of the other age groups (see Table 2).Other discussion forum and e-mail analyses did not reveal significant differences among the age



groups. The themes included asking course content questions, expanding learning by discussingother transition-related topics, and providing technology-related support to peers on thediscussion forums.

Were late-career adults satisfied with the online course content and instructional methods?

Some variance was identified among the age groups on the satisfaction survey. Late-career

participants spent more time completing the case-based learning experience, but they also gavehigher ratings to the following statements: (a) the case-based learning experience kept myattention and interest; and (b) the case-based learning experience could be an importantresource to me in the future. These items on the satisfaction survey were analyzed using a one-way analysis of variance. Post-hoc procedures included the LSD approach when variance wasassumed (i.e., the case-based learning experience kept my attention and interest) and theDunnet’s C approach when variance could not be assumed (i.e., the case-based learningexperience could be an important resource to me in the future). The analyses revealed that theratings of mid- and late-career participants were significantly higher than those of early-career participants when asked if the case-based learning experience kept their attention. On the itemthat asked if the case-based learning experience could be an important resource in the future,the ratings of late-career participants were significantly higher than those of early-career participants. The ratings of mid-career participants fell between the early- and late-career participants, and thus were not statistically different from either group (see Figure 2). Table 2provides mean scores, standard deviations, and p-values.

Figure 2: Satisfaction with Case-Based Learning Experience

Upon completion of the course, participants were asked to reflect on the course content. Thesereflections revealed that participants aged 50-65 highly valued the applicability of the coursecontent to their jobs and the array of resources provided throughout the course. All late-career participants sampled identified the resources (articles, videos, and website) as contributing to

their learning. Most also felt that the case-based learning experience (76%) and discussions(68%) were beneficial. These participants expanded on the information by identifying ways theywould use their newly-acquired knowledge. Responses included disseminating information tocolleagues and parents, improving the transition education processes for students, and

advocating for increased collaboration and additional services in schools.

“I have been utilizing what I have learned as I have assisted students in their transitionplanning. It has been invaluable, enriching experience. I have allowed the students to takemore control so they feel more confident.”



“I have printed out the articles and some of the information from the websites, and haveincorporated them into a note book with information that can be used in the transitionplanning process. I have also notified my colleagues that I have this information, which willbe located in our special education office/library. I have also e-mailed a list of websites tothem.”

“I would also like to begin sending out brochures to parents or guardians before the IEP

[Individualized Education Program] meetings so that they come to the meetings better informed.”

“I actually called my Special Education Director to tell her, ‘This is the first time transitiongoals for a student felt individualized and real!’”

“My e-mail has been busy sending new and seasoned special educators in the school bitsand pieces of this class.”

“I am already using the information garnered in this course in my IEP meetings.”

When asked how they would improve the online learning experience, half of the late-career adults (50%) reiterated their satisfaction with the course. Others identified technology, timecommitment, and discussion forum strategies.

“As to areas of improvement, my more traditional habits of learning cause me to seek out

more topic specific discussion forums.” “Time commitment to do the activities continues to be a concern to me, but the information isinvaluable.”

“The lack of programs to view some of the videos is a bummer but being able to read thetext is some consolation.”

Overall late-career adults came into the course with moderate levels of prior knowledge andshowed stellar performance on all assignments. They required higher levels of technologysupport, but once they became proficient in the technology requirements, they found the coursecontent and format to be highly beneficial and applicable to their work. This satisfaction wasevident in the enrollment rate of the next course with 94% of the late-career participants in theIntroduction to Transition course enrolling in the second online course in the series.

Discussion & Implications

The course was not designed for or specifically marketed to late-career adults, but manyindividuals chose it as their first online learning experience. While one study found that 25% of teachers in the United States are over the age of 50, 38% of participants in this online coursewere in that demographic (Miller, Sen, Malley, & Burns, 2009). This reaffirms research that older adults prefer highly specific, short-term learning opportunities based on their interests and jobrequirements (Fuller & Unwin, 2006; Lakin et al., 2008; Shen et al., 2007; Tallant-Runnels,Thomas, et. al., 2006).

Teacher re-certification requirements and employer expectations also encouraged participationin this professional development opportunity. Teachers must participate in professionaldevelopment throughout their teaching career, but they typically have extensive flexibility in theprofessional development options they choose, including school and district in-services,workshops, conferences, and coursework (National Center for Education Statistics, 1999). Allcourse participants could have met re-certification requirements without participating in onlinetraining, but it is unlikely that face-to-face training options would have been as specialized asthat provided in this course. While the teacher re-certification requirements should be consideredwhen generalizing the results of this study, it’s important to note that this online course wassought out specifically by late-career teachers to meet these requirements.

These late-career adults used technology for their work (primarily teaching) at similar levels astheir younger colleagues, but they reported that they did not feel as skilled in technology use.This was substantiated by both their self-ratings of technology skills and use, as well as thenumber of technology-related questions posed during the course. While many of the late-career



adults entered the course concerned about their technology skills, they were willing to workthrough the barriers with the instructor because they valued the information. This interactionrequired higher levels of “invisible” labor by the instructor (Blair & Hoy, 2006), but it alsoproduced an online learning community that extended the learning opportunities within thecourse (Grant & Thornton, 2007).

Table 2: Performance and Perception by Age Group

ParticipantsAged 21-35



M SD M SD M SD p

Number of online courses

2.12 2.01 1.28 1.85 1.12 1.79 0.05

Technology use in daily work 3.48 0.51 3.50 0.51 3.36 0.53 0.37

Technology skills

2.52 0.51 2.20 0.69 2.20 0.49 0.03

Subject-area competency 2.53 0.39 2.55 0.42 2.50 0.30 0.83

Satisfaction – Case-basedlearning experience kept myattention

3.97 0.73 4.30 0.61 4.28 0.57 0.05

Satisfaction – Case-basedlearning experience could bean important resource in thefuture

4.45 0.83 4.80 0.41 4.84 0.37 0.01

Number of technology-related questions

0.17 0.45 0.49 0.84 0.88 1.51 0.01

It is interesting to note that late-career adults gave higher satisfaction scores to somecomponents of the course, specifically the case-based learning experience that requiredparticipants to read research-based content and then apply the information to case studyexamples. Hypotheses for these higher ratings could be that digital immigrants have a highappreciation for content that is directly applicable to their jobs or that digital natives expect moreactive interfaces (i.e., game-like atmospheres) in online environments (Zemke, Raines &Filipczak, 2001). In addition, the case-base learning followed a standardized format with abalance of content and application. This “learning-while-applying” approach has been found tobe effective for late-career learners (Charness, Czaja, & Sharit, 2007, pp. 233).

Additional research is needed on the perceptions and performance of late-career adults in onlinelearning environments. Because these individuals prefer highly specialized courses, additionaldata need to be collected by institutes of higher education on their continuing education course

participants. Older adults are continuing to grow as a market niche in education, so to maintain acompetitive edge, institutes must identify the needs, interests, and necessary online supports of this age group.

Institutions of higher education should reflect on their online course content and deliverysystems. The course in this study was unique in that it was completed over a four-week duration.Additionally, it was content-specific with direct application to the job requirements of theparticipants. This level of specificity and application was found to be highly valued by late-career adults. As institutions of higher education expand their online course offerings, they shouldundergo a rigorous evaluation process addressing the context, interactions, and desired



outcomes for students (Preece et al., 2002; Ruhe & Zumbo, 2009; Scanlon, Jones, Barnard,Thompson, & Calder, 2000). Foresight in course design can then lead to higher levels of learning for individuals of all ages.

Finally, the “invisible” labor of faculty teaching online courses must be understood and valued.When the instructor of the course in this study was asked about instructional time, sheresponded:

Even after teaching this course seven times, it still requires more of my time thanany face-to-face course I teach. In addition to updating assignments and grading, Iaccess the course at least five days per week to respond in weekly discussions andto answer questions from students. Once students understand the course layoutand technology requirements, my instructional time decreases substantially in thefour courses that follow Introduction to Transition Education & Services.

This is aligned with research that identifies student-staff contact and prompt feedback ascore principles in effective online teaching (Grant & Thornton, 2007; Stein & Glazer,2003). Many students, especially late-career students, could benefit from an introductorycourse that exposes them to the online learning environment and subject-area contentprior to participating in advanced online courses.

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U.S. Department of Education. (2010). Fall Enrollment Survey 2002, 2007. Washington DC:National Center for Education Statistics, Integrated Postsecondary Education Data System.Retrieved January 19, 2010 from http://nces.ed.gov/ipeds/datacenter/Statistics.aspx.

Zemke, R., Raines, C., & Filipczak, B. (2001) Generation markers. Across the Board, 39(11), 48-54.

Manuscript received 15 Feb 2010; revision received 18 May 2010.

This work is published under a Creative Commons Attribution-Non-Commercial-Share-Alike License

For details please go to: http://creativecommons.org/licenses/by-nc-sa/3.0/us/



QUALITYSCORECAREFORTHEADMINISTRATIONOFONLINE

EDUCATIONPROGRAMS:AWorkinProgress

SLOAN-C:AConsortiumofIndividual,InstitutionandOrganizationCommittedto

QualityOnlineEducations

Accessedonlineathttp://sloanconsortium.org/quality_scoreboard_online_program

This scorecard is for measuring and quantifying elements of quality within online education programs in

higher education. It is an easy-to-use tool for online administrators for program evaluation. By evaluating

each of the respective quality indicators within the established categories, an online administrator can

determine strengths and weaknesses of their program. The identification of the weaknesses can be used to

support program improvement and strategic planning initiatives. The scorecard could also be used to

demonstrate to accrediting bodies, elements of quality within the program as well as an overall level of

quality.

The scorecard contains 70 quality indicators--each indicator is worth up to three points. The administrator

will determine at what level their program meets the intent of the quality indicator after examining allprocedures and processes.

• 0 points = Not Observed. The administrator does not observe any indications of the quality

standard in place.

• 1 point = Insufficiently Observed. The administrator has found a slight existence of the quality

standard in place. Much improvement is still needed in this area.

• 2 points = Moderate Use. The administrator has found there to be moderate use of the quality

standard. Some improvement is still needed in this area.

• 3 points = Meets Criteria Completely. The administrator has found that the quality standard is

being fully implemented and there is no need for improvement in this area.

The quality scorecard is versatile enough to be used to demonstrate the overall quality of online educationprograms, no matter what size or type of institution. The following steps for use and implementation are

suggested that will yield a measurable result:

1. The online education administrator examines the online program for evidence of each of the 70

quality indicators. Based upon the level of evidence observed, the administrator chooses one of the

following values: 0 points - not observed, 1 point - insufficient, 2 points - moderate use, 3 points -

completely meets criteria.

2. For each indicator, the online education administrator should provide examples of the observed

evidence. For example, the first indicator listed in the Institutional Support category is: The

institution has put in place a governance structure to enable effective and comprehensive decision

making related to distance learning. To substantiate the score for this indicator, evidence should

be documents such as digital copies of organizational charts, reporting structures, and advisory

committee minutes demonstrating how a decision is processed.3. The online education administrator totals the score for each indicator and then determines the level

of quality observed:

A perfect score = 210 points.

90-99% = 189-209 - Exemplary (little improvement is needed)

80-89% = 168-188 - Acceptable (some improvement is recommended)

70-79% = 147-167 - Marginal (significant improvement is needed in multiple areas)

60-69% = 126-146 - Inadequate (many areas of improvement are needed throughout the program)

59% and below = 125 points and below - Unacceptable.



This scorecard was developed through a Delphi study involving 43 experts in online education

administration (83% had more than nine years of experience).

The quality scorecard contains adaptations of the 24 quality standards identified by the Institute for Higher

Education Policy report, Quality on the Line: Benchmarks for Success in Internet-based Distance

Education (2000).

QUALITY SCORECARD FOR THE ADMINISTRATION OF ONLINE EDUCATION

PROGRAMS

Not

ObservedInsufficient

Moderate

Use

Meets

Criteria

Completely

Score

Points

Possible

Per

Category

INSTITUTIONAL SUPPORT 12

1.

The institution has put in place

a governance structure to

enable effective and

comprehensive decisionmaking related to distance

learning.

0 1 2 3

2.

Policies are in place to

authenticate that students

enrolled in online courses and

receiving college credit are

indeed those completing the

course work.

0 1 2 3

3.

Policy for copyright

ownerships of course materials

exists.

0 1 2 3

4.

The institution has defined the

strategic value of distancelearning to its enterprise and to

its relevant parts.

0 1 2 3

TECHNOLOGY SUPPORT 18

1.

A documented technology plan

that includes electronic

security measures (e.g.,

password protection,

encryption, secure online or

proctored exams, etc.) is in

place and operational to ensure

quality standards, adherence to

FERPA, and the integrity and

validity of information. ***

0 1 2 3

2.

The technology delivery

systems are highly reliable and

operable with measurable

standards being utilized such

as system downtime tracking

or task benchmarking. ***

0 1 2 3



3.

A centralized system provides

support for building and

maintaining the distance

education infrastructure. ***

0 1 2 3

4.

The course delivery

technology is considered a

mission critical enterprisesystem and supported as such.

0 1 2 3

5.

The institution maintains

system backup for data

availability.

0 1 2 3

6.

Faculty, staff, and students are

supported in the development

and use of new technologies

and skills.

0 1 2 3

COURSE DEVELOPMENT AND INSTRUCTIONAL DESIGN 36

1.

Guidelines regarding minimum

standards are used for course

development, design, and

delivery of online instruction.

***

0 1 2 3

2.

Technology is used as a tool to

achieve learning outcomes in

delivering course content. ***

0 1 2 3

3.

Instructional materials, course

syllabus, and learning

outcomes are reviewed

periodically to ensure they

meet program standards. ***

0 1 2 3

4.

Courses are designed so that

students develop the necessary

knowledge and skills to meet

learning objectives at the

course and program level.

These may include

engagement via analysis,

synthesis and evaluation. ***

0 1 2 3

5.Learning objectives describe

outcomes that are measurable.0 1 2 3

6.

Selected assessments measure

the course learning objectives

and are appropriate for an

online learning

environment.

0 1 2 3

7.

Student-centered instruction is

considered during the course-

development process.

0 1 2 3

8.

There is consistency in course

development for student

retention and quality.

0 1 2 3

9. Course design promotes both 0 1 2 3



faculty and student

engagement.

10.

Current and emerging

technologies are evaluated and

recommended for online

teaching and learning.

0 1 2 3

11.

Instructional design isprovided for creation of

effective pedagogy for both

synchronous and asynchronous

class sessions.

0 1 2 3

12.

Curriculum development is a

core responsibility for

faculty.

0 1 2 3

COURSE STRUCTURE 24

1.

The online course site includes

a syllabus outlining course

objectives, learning outcomes,

evaluation methods, textbook

information, and other related

course information, making

course requirements

transparent at time of

registration. ***

0 1 2 3

2.

The institution ensures that all

distance education students,

regardless of where they are

located, have access to

library/learning resources

adequate to support the courses

they are taking (SACSstatement). ***

0 1 2 3

3.

Expectations for student

assignment completion, grade

policy, and faculty response

are clearly provided in the

course syllabus. ***

0 1 2 3

4.

Links or explanations of

technical support are available

in the course.

0 1 2 3

5.

Instructional materials are

easily accessible and usable for

the student.

0 1 2 3

6.

The course adequately

addresses the special needs of

disabled students via

alternative instructional

strategies and/or referral to

special institutional

resources.

0 1 2 3

7.Opportunities/tools provided to

encourage student-student0 1 2 3



collaboration (i.e, web

conferencing, instant

messaging, etc).

8.

Documents attached to

modules are in a format that is

easily accessed with multiple

operating systems andproductivity software (PDF,

for example).

0 1 2 3

TEACHING AND LEARNING 15

1.

Student-to-Student interaction

and Faculty-to-Student

interaction are essential

characteristics and are

facilitated through a variety of

ways. ***

0 1 2 3

2.

Feedback on student

assignments and questions isconstructive and provided in a

timely manner. ***

0 1 2 3

3.

Students learn appropriate

methods for effective research,

including assessment of the

validity of resources and the

ability to master resources in

an online environment. ***

0 1 2 3

4.

Students are provided access to

library professionals and

resources that help them to

deal with the overwhelming

amount of online resources.

0 1 2 3

5.

Instructors use specific

strategies to create a presence

in the course.

0 1 2 3

SOCIAL AND STUDENT ENGAGEMENT 3

1.

Students should be provided a

way to interact with other

students in an online

community.

0 1 2 3

FACULTY SUPPORT 18

1.

Technical assistance in course

development and assistance

with the transition to teaching

online is provided [for

faculty]. ***

0 1 2 3

2.Instructors are prepared to

teach distance education0 1 2 3



courses and the institution

ensures faculty receive

training, assistance, and

support at all times during the

development and delivery of

courses. ***

3.

Faculty receive training andmaterials related to Fair Use,

plagiarism, and other relevant

legal and ethical concepts. ***

0 1 2 3

4.

Faculty are provided on-going

professional development

related to online teaching and

learning.

0 1 2 3

5.

Clear standards are established

for faculty engagement and

expectations around online

teaching.

0 1 2 3

6.

Faculty workshops are

provided to make them awareof emerging technologies and

the selection and use of these

tools.

0 1 2 3

STUDENT SUPPORT 51

1.

Before starting an online

program, students are advised

about the program to

determine if they possess the

self-motivation and

commitment to learn at a

distance. ***

0 1 2 3

2.

Before starting an online

program, students are advised

about the program to

determine if they have access

to the minimal technology

required by the course design.

***

0 1 2 3

3.

Students receive (or have

access to) information about

programs, including admission

requirements, tuition and fees,

books and supplies, technical

and proctoring requirements,and student support services

prior to admission and course

registration. ***

0 1 2 3

4.

Students are provided with

access to training and

information they will need to

secure required materials

through electronic databases,

0 1 2 3



interlibrary loans, government

archives, new services and

other sources. ***

5.

Throughout the duration of the

course/program, students have

access to appropriate technical

assistance and technicalsupport staff. ***

0 1 2 3

6.

Student support personnel are

available to address student

questions, problems, bug

reporting, and complaints. ***

0 1 2 3

7.

Students have access to

effective academic, personal,

and career counseling.

0 1 2 3

8.

Minimum technology

standards are established and

made available to students.

0 1 2 3

9.

Student support services are

provided for outside theclassroom such as academic

advising, financial assistance,

peer support, etc.

0 1 2 3

10.Policy and process is in place

to support ADA requirements.0 1 2 3

11.

Students are provided relevant

information: ISBN numbers,

suppliers, etc. and delivery

modes for all required;

instructional materials: digital

format, e-packs, print format,

etc. to ensure easy access.

0 1 2 3

12.

Program demonstrates astudent-centered focus rather

than trying to fit service to the

distance education student in

on-campus student services.

0 1 2 3

13.

Efforts are made to engage

students with the program and

institution.

0 1 2 3

14.

Students are instructed in the

appropriate ways of

communicating with faculty

and students.

0 1 2 3

15.

The institution provides

guidance to both students and

faculty in the use of all forms

of technologies used for course

delivery.

0 1 2 3

16.Tutoring is available as a

learning resource.0 1 2 3

17.

Students are instructed in the

appropriate ways of enlisting

help from the program.

0 1 2 3



EVALUATION AND ASSESSMENT 33

1.

The program is assessed

through an evaluation process

that applies specific

established standards. ***

0 1 2 3

2.

A variety of data (academic

and administrative

information) are used to

regularly and frequently

evaluate program effectiveness

and to guide changes toward

continual improvement. ***

0 1 2 3

3.

Intended learning outcomes at

the course and program level

are reviewed regularly to

ensure clarity, utility, and

appropriateness. ***

0 1 2 3

4.A process is in place for theassessment of faculty and

student support services.

0 1 2 3

5.Course and program retention

is assessed.0 1 2 3

6.Recruitment and retention are

examined and reviewed.0 1 2 3

7.

Program demonstrates

compliance and review of

accessibility standards (Section

508, etc.)

0 1 2 3

8.

Course evaluations are

examined in relation to faculty

performance evaluations.

0 1 2 3

9.Faculty performance is

regularly assessed.0 1 2 3

10.

Alignment of learning

outcomes from course to

course exists.

0 1 2 3

11.

Course evaluations collect

student feedback on quality of

content and effectiveness of

instruction.

0 1 2 3

Perfect Score = 210

*** Adapted from the Institute for Higher Education Policy's report Quality on the Line:

Benchmarks for Success in Internet-based Distance Education (2000).



BESTPRACTICESFORONLINETEACHING

BROWNUNIVERSITY,OfficeofContinuingEducation.Accessedonlineat

http://www.brown.edu/ce/faculty/online/resources/best-practices.php

Brown University faculty from the Online Pre-College Program worked together to establish a set of bestpractices for teaching online. These are consistent with those established in the field of distance education.

Engaging with Students

• When the class has started, reach out as soon as possible to establish communication channels. If the

student has posted a bio to the site, comment on their interests. It is important to make contact with

students as early as possible and throughout the course to give the perception of teacher presence.

• Check in on forums and comment daily. If students can tell you’re putting time and energy into

forums, they will follow suit.

• To encourage deeper discussion, include a question for the student to research and answer when

commenting on posts. Asking students to answer each other’s questions can be highly effective.

•

If an activity is crucial to learning outcomes and is required, it should be incorporated as part of thestudents’ grade or completion criteria.

Time Management

• As part of an initial assignment, ask students to describe how they will manage the course work and to

detail any activities they engage in that may cause them to have difficulty completing work on time.

• Set expectations with students with respect to instructor response times. Indicate when you will be

grading assignments, responding to email and posting to discussion boards. Also tell students if late

assignments will be graded on the same or extended timeline.

Working with an Instructional Designer

• Instructional designers bring a focus on learning theory to the course development process. One key

contribution is tying all course content and activities back to learning objectives and outcomes.

• Faculty are deep in the course content and have valuable classroom experience to inform the online

course development. IDs bring the experience in learning theory and online methodologies.

• Faculty and instructional designer should develop a shared vision for the content/course -- this includes

providing faculty with examples of how the content will be presented online.

• For subject areas in which the instructional designer has limited exposure or expertise, faculty may

want to spend some time at the outset educating them on the course content.

• Prepare learning objectives and content overview before engaging with the instructional designer. This

will guide the overall course development.

Challenges Faced by Online Faculty

• Students who don’t connect within the course are disheartening. In a face-to-face course, there are

numerous ways to engage the student -- even taking the student out for a cup of coffee. In online

learning, those opportunities feel limited.

• Without seeing students in person, it is more challenging to hold them accountable for on time

submission of assignments. Students tend to submit assignments in batches rather than on a well-paced

schedule.

• Written feedback is not always the most effective delivery method. It is sometimes more

straightforward to discuss an issue with a student in person rather than via email or discussion forums.



ONLINE PEDAGOGY: LINKS, RESOURCES, RESEARCH

• The Sloan Consortium

Sloan-C, a consortium of individuals, institutions, and organizations committed to quality online

education, provides workshops, webinars, publications, and resources relevant to online teaching

and learning. Sloan Consortium Annual Conferences include the International Conference on

Online Learning, Emerging Technologies for Online Learning, and the Blended LearningConference and Workshop. Sloan-C’s Effective Practices are built around Five Pillars of

Quality: Access, Learning Effectiveness, Faculty Satisfaction, Student Satisfaction, and Scale.

The International Association for K-12 Online Learning (iNACOL)

The International Association for K-12 Online Learning (iNACOL) focuses on advocacy,

research, professional development, and networking for K-12 online teachers. The Guide to K-12

Online Learning offers advice to those starting an online program. iNACOL hosts the Virtual

School Symposium each year and publishes National Standards for Quality Online Teaching.

Educause

Educause is a non-profit organization whose mission is to advance higher education by promoting

the intelligent use of information technology. The Blended and Online Learning Group provides a

number of resources to support the field. Educause holds a number of conferences, seminars, andinstitute programs.

Research Journals

American Journal of Distance Education

Educause Quarterly

International Review of Research in Open and Distance Learning (IRRODL)

Journal of Asynchronous Learning Networks (JALN)

Journal of Distance Education (JDE)

Journal of Educators Online (JEO)

Journal of Interactive Online Learning (JIOL)

Journal of Online Learning and Teaching (JOLT)

Online Journal of Distance Learning Administration (OJDLA)

Open Learning: The Journal of Open, Distance and e-Learning



FACULTYRESOURCES

MESACOMMUNITYCOLLEGEaccessedonlineat

http://www.mesacc.edu/eLearning/faculty.html

Practices in eLearning:These features are recommended as best practices in online course design and instruction. This document is

designed as an informational resource only. For more detailed information, review the Distance Education

Handbook at www.mc.maricopa.edu/distance/faculty.html and Distance Learning Resources at

www.mc.maricipa.edu/~johnson/DLMGRSRC.HTM

General Course Information:This information should be provided within the course shell and, when possible, be readily available (on

either the instructor or department website) prior to the start of the semester. It is suggested that the items

indicated with an asterisk (*) be made available prior to the start date so the student can prepare .

Many of these items can be provided within the syllabus itself.

• Online Information*

Guide students to MCC eLearning at www.mc.maricopa.edu/eLearning/to complete the online

readiness quiz and for other valuable information.

• Syllabus*

District requirements are met. See Maricopa Syllabus Resource Center at

www.mcli.dist.maricopa.edu/syllabus/index.php . This includes college/instructor name, contact

information, course information, grading standards, attendance requirements, required materials,

statements of responsibility, services related to special accommodations and a "subject to change"

statement.

• Learning Resources*

Textbook and other resource requirements are noted.

• Technology*

Requirements and plug in/additional software download processes are presented.

• Instructor*

Contact information, office hours and instructor introduction are available.

• Expectations*

Information is included on the demands and requirements for success. Delivery methods are

defined. For example, on-campus requirements, field-trips, etc.

• Learning Objectives

Defined, measurable and consistent with course competencies.

• Course Access

For continuity, the MCC eLearning Gateway page is the entry point of all online learning at

MCC.

• Getting Started

Process is in place for students to get information on initial course steps and access to the course.

For example, what is needed before class, when course goes live, initial contact, a "start here"

feature, etc.

General Course Design:All of the information in General Course Information should be provided in the course shell. In addition,

the following information should be considered when designing an online class.

• Structure

Course organization is clear and the course is easy to navigate.

• Navigation

Instructions are available to help students familiarize themselves with the course. For example, a

scavenger hunt, virtual orientation, etc.



• Learning Module/Assignment Objectives

Defined, measurable and consistent with course competencies.

AssessmentAssessing student participation and progress regularly is essential to good course design; student feedback

can also provide valuable information when considering course modifications and updating.

• Objectives Alignment Align course competencies/learning objectives, learning activities and assessment/evaluation

activities.

• Assessment Process

Identify and explain assessment policy and procedures.

• Evaluation

Provide detailed description or criteria for evaluating student work. For example, rubrics or

grading explanations/criteria. For rubric examples go to

http://ctl.mc.maricopa.edu/wiki/index.php/Grading_Forms .

• Instruments

Describe activities that monitor student progress throughout the course and measure learning

objectives/outcomes. For example, tests, projects, essays, etc.

• Assessment Safeguards

State cheating, student-only work and plagiarism policy. See

http://ctl.mc.maricopa.edu/_resources/helpdocs/turnitin.html for further information. Also, see

the Course Integrity statement under Legal Matters.

• Grading Policy

Provide a detailed explanation of grading policy. For example, point/percentage requirements for

assignments and for the overall letter grade.

• Grade Book

Provide students online access to their progress in the course.

• Course Evaluation

Provide a tool that captures student feedback. For example, suggestion box or anonymous survey.

Examples of such tools can be found at here.

CommunicationIt is important to engage students in your course and make them feel part of a community. Frequent

communication helps to promote retention and increases student participation and interaction.

• Contact Information

Clearly stated contact information and procedures, including instructor availability.

• Response Criteria

Clearly stated timeframes for responding to student questions (usually 24 to 48 hours during the

week), weekend/holiday responses, providing feedback on assignments, and posting grades.

• Student Communication Plan

Outlined process for communicating with students. For example, class announcements and emails.

• Class Interaction

Methods to allow student/student, student/instructor, student/content and student/technology

interaction.

• Create and Nurture a Learning Community Process for class introductions and ongoing activities that create a sense of community and

comfort. For examples, visit http://onlinelearninglab.wikispaces.com/icebreakers .

Learning and Technology SupportDelivery methods should promote learning. In addition, students often feel isolated in online/distance

education courses so it is important to connect them with support resources.

• Learning Resources

Provide information on learning assistance resources. For example, stated office hours, publisher



tutorials, MCC Learning Enhancement Services at www.mc.maricopa.edu/library/LE/ , MCC

Library services at www.mc.maricopa.edu/library/ and other resources.

• Technology Support

State how students can obtain technological support. For example, TSS at

www.mc.maricopa.edu/its/tss or outside support options if using a publisher-provided

instructional management system.

•

Learning Support Technology tools should support learning objectives and promote active learning. For examples,

see "Teaching and Learning on the WEB." www.mcli.dist.maricopa.edu/tl/index.html .

Legal MattersIt is important to address security and legal issues.

• Copyright

Have proper permissions and citations for any copyrighted materials or creative commons,

http://creativecommons.org/ used in your class. See www.maricopa.edu/legal/ip/ for copyright

information.

• Course Integrity

State cheating, student-only work and plagiarism policy. See MCCCD policies at

www.mc.maricopa.edu/students/publications.html .

AccessibilityIt is important that the course be accessible to all students.

• Disability

Include an ADA statement and willingness to make accommodations based on disabilities.

www.mc.maricopa.edu/students/disability/links.html . Some thought should be given to

alternative modalities based on student needs.

• Readability

Consideration should be given to the readability of course information. For example, type of font

and colors used. www.section508.gov/ .

*For more information on best practices, please visit http://www.qualitymatters.org/and link on FIPSE

Grant Project.

This document was develop by the Mesa Community College Distance Education Committee—April 2008



FACULTYHANDBOOKFORDISTANCEEDUCATIONTEACHING

APPALACHIANSTATEUNIVERSITYAccessedonlineat http://distance.appstate.edu/faculty-handbook-distance-education-teaching

This web-based "Handbook" provides important information regarding teaching, student interaction,technical, and administrative support for faculty assigned to teach courses or to provide advising to students

at Appalachian's approved extension/distance education sites. The Handbook has been thoroughly revised

and updated as of March 2010. New, more comprehensive information is included, and all faculty are

encouraged to read this initial on-line version.

Faculty assigned to teach extension/distance education for the first time should review the handbook

thoroughly before the semester begins. For the convenience of faculty who have previously taught

extension/distance education courses, revisions, updates, and additions will be identified on this page each

fall semester. A link to the Resources page will be provided in the information/notification email sent to

faculty from Distance Education at the beginning of each semester. Questions can always be addressed to

the Distance Education Office, but most of the information a faculty member will need to get started is in

this Faculty Handbook.

Faculty members are encouraged to make suggestions, by email, for improvement, inclusion, or correction

to the Director of Distance Education, Mary Englebert at [email protected].

To get started, simply click on the link below.

• ClassRosterandVerifyingAttendance

• ClassroomandLocationInfo

• CourseEvaluations(byStudents)

• CourseRegistrationRequests(forDis.Ed.studentswantingtotakeaclass

offeredtoadifferentcohort)

• CourseRegistrationRequests(formaincampusstudentswantingtotakea

Dis.Ed.course)

• CourseScheduling

• DisruptiveorTroubledStudents

• FERPA

• Grades

• Hiring,Contracts,andCompensation

• InclementWeatherCancellations&Closures

• Incompletes

• InteractiveTVCourseDelivery

• LibraryAssistanceforExtensionFaculty

•

SmarThinking• StudentSupport

• Support&Services

• TeachingforExtensionvsSummer

• TechnologyInformation

• Textbooks

• Travel&VehicleReservations



ONLINEDISTANCEEDUCATIONRESOURCESFORFACULTY

BUFFALOSTATEUNIVERSITY,DISTANCEEDUCATIONOFFICEAccessedonlineathttp://www.buffalostate.edu/offices/disted/faculty.html

• Best Practices for Electronically Offered Degree and Certificate Programs

Description: From the Higher Learning Commission and the Middle States Regional AccreditingCommission.

• Resolution on Ensuring High Quality in Distance Education for College CreditDescription: From the American Federation of Teachers.

• Quality on the Line: Benchmarks for Success in Internet-Based DistanceEducationDescription: Published by the National Education Association.

• A Teacher's Guide to Distance EducationDescription: Includes overview of distance learning technologies and section on implementation andevaluation.

• NEA National Education Association - Technology Description: This section of NEA's higher education web site includes several links to articles andinformation on the role of technology in teaching and learning.

• Put Existing Course Materials on the Web

Description:This guide walks you through some of the techniques for putting existing course materials onthe Web, including digital scanning of print materials, pasting content into HTML documents, and digitalconversion of existing files to Web pages.

• 10 Stages for Working the Web in Education Description: From the beginning, this appears to focus on K-12, but continue down the page to Stage 4 andbeyond for "Using the Web with Students" and "Designing Goal-Based Web Activities".

• Distance Education Clearinghouse Description: From the University of Wisconsin-Extension, its partners, and other UW institutions. Includes

today's distance education news, a search feature, and l inks to distance education journals.

JOURNALS, ARTICLES, ETC.

• Online Journal of Distance Learning Administration Description: From the State University of West Georgia. An online journal with full text articles on distancelearning.

• The Chronicle of Higher Education Description: Choose Distance Education from the "sections" menu.

• The Future of Learning Description: An article by Tony Bates, University of British Columbia. Called a "must read" by manyeducators.

COPYRIGHT AND INTELLECTUAL PROPERTY

• The TEACH Toolkit: An Online Resource for Understanding Copyright andDistance EducationDescription: This site explains the Technology, Education, and Copyright Harmonization (TEACH) Act as itpertains to higher education. Fair use and the TEACH Act is also covered.

• Web Teaching: Copyright and Web TeachingDescription: "It's a common misconception that if something is on the web it's up for grabs" is the first line

of this helpful article. Includes tables on fair use guidelines for educational multimedia. • Copyright and Distance Education

Description: From Distance Education at a Glance. Guide #12, October 1995. Engineering Outreach,College of Engineering, University of Idaho.

• Text of the Digital Millennium Copyright Act (PDF format, 361K)Description: This is the full text of the DMCA. Please note it is in .PDF format and you will need Adobe'sAcrobat Reader to view it.

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