|
[Learning Effectiveness]
[Cost Effectiveness] [Access]
[Faculty Satisfaction] [Student
Satisfaction]
Quality Framework: Learning Effectiveness
LEARNING EFFECTIVENESS means that learners who complete an online
program receive educations that represent the distinctive quality of the
institution. The goal is that online learning is equivalent to or better
than learning through the institution's other delivery modes, in particular
in its traditional face-to-face, classroom-based instruction. The course
or program is designed to be at least equivalent in quality to face-to-face
courses offered at the same institution. If there is no comparable face-to-face
course, then the institution's normative benchmark applies. The learning
resources in online courses generally include the same ones to be found
in the institution's traditional face-to-face courses-learning media (books,
notes, software, CD-ROMs, and so on); faculty who teach the class and
are available outside of class; and learners who interact with the faculty
and interact with each other. Because of technology, online courses are
usually enhanced by resources available over the Internet and/or designed
for computer presentation. Metrics demonstrate that the quality of learning
online is at least as good as the institution provides through its traditional
programs as measured by several means-by faculty perception; by outcomes
assessments; by career, scholastic and professional achievement surveys
and records; by feedback from employers; and by institutionally sustained,
evidence-based, participatory inquiry into how well online programs achieve
learning objectives. Online learning generally parallels the quality of
face-to-face learning with equivalent content, standards, and support
services. Online curricula are subject to, and thereby receive the same
benefits of practice, process and criteria that the institution applies
to traditional forms of instruction.
Key practice areas for learning effectiveness include:
- Assessment
- Course design
- Interaction
- Learning outcomes
- Learning resources
- Pedagogy (for example, active, constructivist, andragogy, agentive,
learning style)
These principles of effective online education address LEARNING EFFECTIVENESS:
- Academic standards for all online programs or courses are the same
as those for other courses or programs delivered at the institution
where they originate.
- Online degrees, certificate programs, and courses are coherent and
complete.
- Each program or course of study results in learning appropriate to
the rigor and breadth of the degree or certificate awarded.
- Learning in online programs or courses is comparable to learning in
programs or
courses offered at the campus where they originate.
- The institution has admission/acceptance criteria to assess whether
the learner has the background, knowledge and technical skills required
for undertaking the course program.
- The institution uses evaluation results for continuous program improvement.
- The program or course provides learners with clear, complete and timely
information on the curriculum, course and degree requirements, nature
of faculty/learner interaction, prerequisite technology competencies
and skills, technical equipment requirements, availability of academic
support services, financial aid resources, and costs and payment policies.
- The course or program provides for interaction between faculty and
learners and among learners that is both quantitatively and qualitatively
sufficient to support course objectives and that is in accordance with
the pedagogy and subject matter of the course. Interaction encourages
critical thinking, problem solving, analysis, integration and synthesis,
as defined in the course objectives.
- Qualified faculty supervise the online program or course, as they
do for other modes of instruction.
Quality Framework Table: Learning Effectiveness
|
Goal
|
Process/Practice
|
Metric (for example)
|
Progress Indices (in numbers or percentages)
|
Online learning outcomes meet or exceed institutional, industry, and/or community standards
|
Organizational mechanisms assure standards are being met
|
For example, organizational, departmental, peer or external review, course/program audit, standardized exams and certifications, job performance, graduate admissions, perception surveys and grades Learner/graduate/employer focus groups or interviews measure learning gains
|
Direct assessment of learning outcomes is % equivalent or better;
% Faculty/students report online learning is equivalent or better; % Graduates are hired or pursue further studies
|
[Learning Effectiveness]
[Cost Effectiveness] [Access]
[Faculty Satisfaction] [Student
Satisfaction]
|
