Assuring Quality in Online Courses Through DesignJenni Hayman, M.Ed

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