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Guidelines for Development, Review and Evaluation of Online Courses for Online Course Development Project OVERVIEW The development,
review and evaluation of online, world-ready courses which will
be owned by the College and used to serve large numbers of distance
learning students through multiple sections is an important part
of ensuring the health of instructional offerings and their impact
on student success. This document has been developed to provide
guidance for the development and review of such courses to ensure
they meet the basic requirements of a quality online course, the
elements of a superior course, and the reflective questions that
assist in determining if the elements are organized to maximize
student success.
FINAL REVIEW AND EVALUATION Team Leaders are
responsible for advising the Project Facilitator when the course
is completed and ready for final review. The Project Facilitator
will arrange for a Review Team to evaluate the completed course
using the guidelines below. The Review Team will consist of the
relevant Chair, Dean, and AVP, the Project Facilitator and a senior
faculty member in the relevant academic department who is experienced
in online course development/teaching. The Team Leader will be informed in writing of any suggested/required modifications and ultimately of the approval of the course. Following this approval the team leader should take the necessary steps to ensure the course is offered in the next available term. The team leader and members will then be provided with the honorariums. SECTION 1: REQUIRED ONLINE COURSE ELEMENTS
SECTION 2: ONLINE COURSE ENHANCEMENTS
SECTION 3: REFLECTIVE QUESTIONS The following is a partial list
of reflective questions to be considered when evaluating online
courses. Please use these questions as subjective review guidelines
for your input into course approval and improvement as well as
discussions with faculty. USE OF TECHNOLOGY
The following links are provided by the Instructional Technology Council (ITC): Handbook for Instructors on the Use of Electronic
Class Discussion
“This handbook provides advice for instructors on one particular use of instructional technology-the use of electronic communication to extend class discussion beyond the time and place of class meetings. It is based on a study of several Ohio State classes that employed such electronic class discussions, recommendations of students and faculty, and advice from experts in the field. The main goal of the handbook is to help instructors use this form of technology thoughtfully and effectively, given their course goals.”
This online publication provides an excellent user-friendly resource that examines the benefits/disadvantages of electronic vs. face-to-face discussion, technical considerations, ten tips from Ohio instructors and students, and tips from the literature. Caring For Your Introvert: The Habits and Needs
of a Little-Understood Group The Atlantic Monthly - March 2003
This article doesn’t discuss learning per se, but you might find it interesting particularly since so many shy students find it easier to participate in online discussions.
“What is introversion? In its modern sense, the concept goes back to the 1920s and the psychologist Carl Jung. Today it is a mainstay of personality tests, including the widely used Myers-Briggs Type Indicator. Introverts are not necessarily shy. Shy people are anxious or frightened or self-excoriating in social settings; introverts generally are not. Introverts are also not misanthropic, though some of us do go along with Sartre as far as to say "Hell is other people at breakfast." Rather, introverts are people who find other people tiring.” The Effect of Computers on Student Writing:
A Meta-Analysis of Studies from 1992 to 2002
The authors conducted meta analyses of 26 studies conducted between 1992 and 2002 that compared K-12 students writing with computers versus paper and pencil. They found “significant mean effect sizes” in favor of computers for quantity and quality of writing.
“These articles indicate that the writing process is more collaborative, interactive, and social in computer classrooms as compared with paper-and-pencil environments. For educational leaders questioning whether computer should be used to help students develop writing skills, the results of the meta-analyses suggest that, on average, students who use computers when learning to write are not only more engaged and motivated in their writing, but they produce written work that is of greater in length and hire quality.” CLARITY OF DIRECTIONS/INSTRUCTIONS
Are the instructions for the course - due dates, assignments - clear? Are students given opportunities to ask questions about assignments and material? CLARITY OF OBJECTIVES Are the objectives stated clearly on the Web site? CLARITY OF GRADING CRITERIA Are students given the grading criteria on the Web site? Do they have all the information needed to successfully achieve their goals? Are students given a way to determine their progress during the grading period (these might be called progress indicators)? PROMOTES INTERACTIVITY Are there sufficient opportunities given for students to interact/communicate with the instructor? Are students responded to within a reasonable time? Are there sufficient opportunities given for students interact with other students?Note:
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© 2007 Florida Community College at Jacksonville Disclaimer Revised: October 4, 2007 |
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