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Target 2018

Target 2018. Pathway to the Future Middle States Commission on Higher Education. Session Goals. Explore strategies to reflect the fundamental elements of Characteristics of Excellence in eLearning

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Target 2018

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  1. Target 2018 Pathway to the Future Middle States Commission on Higher Education

  2. Session Goals • Explore strategies to reflect the fundamental elements of Characteristics of Excellence in eLearning • Showcase best strategies and examples of instruments for developing, assessing, and improving eLearning initiatives • Examine indicators of quality in online instruction

  3. Distance learning Distance Learning Distance Learning

  4. Staying the CourseOnline Education in the US, 2008 Sloan Consortium http://www.sloanc.org/publications/survey/staying_course

  5. Characteristics of Excellence in Higher Education Middle States Commission on Higher Education (2006)

  6. Standard 8: Student Admissions and Retention The institution seeks to admit students whose interests, goals, and abilities are congruent with its mission and seeks to retain them through the pursuit of the students’ educational goals.

  7. The institution provides student support services reasonably necessary to enable each student to achieve the institution’s goals for students. Standard 9: Student Support Services

  8. Floyd and Casey-Powell Model • Learner Intake Phase • Learner Intervention Phase • Learner Support Phase • Learner Transition Phase • Measurement Phase Floyd, D. L., & Casey-Powell, D. (2004). New roles for student support services in distance learning. New Directions for Community Colleges, 128, 55-64.

  9. Students need information about online learning, admissions, online programs, placement testing, contact information, financial aid, scholarships, and orientation to the college. Students need to determine whether or not online learning is appropriate for their learning style, level of motivation, and personal needs. Learner Intake Phase http://www.umuc.edu/spotlight/411.html

  10. This phase begins with the student’s first online course. Students learn how to become effective online learners. They learn about the institution’s services that are designed to support students, such as tutoring, library services, and technical support. Learner Intervention Phase

  11. The Learner Support Phase covers the remainder of the semester (week 2 and beyond). Students develop additional skills that lead to successful course completion. Students may develop these skills by working with faculty, academic advisors, and other support staff. Learner Support Phase Thursdays with Joyce!Distance Learners, you now have an online advisor just for you!  On Thursday evenings, from 6:30 – 7:30 p.m., join Academic Advisor Joyce Murphy as she answers your general academic questions. To participate, all you need are speakers (required) and a microphone (optional). Go to http://www.aacc.edu/virtualcampus/virtualmeeting.cfm for directions on setting up your computer. It’s easy and will only take a few minutes.

  12. Learner Transition and Measurement Phases Students receive career and academic advising as part of the Learner Transition Phase. The institution examines the effectiveness of its online student services by assessing retention, graduation, and persistence rates during the Measurement Phase.

  13. Student Services for Online Learners

  14. The institution’s instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals. Standard 10: Faculty

  15. The institution’s educational offerings display academic content, rigor, and coherence appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings. Standard 11: Educational Offerings

  16. The institution’s programs or activities that are characterized by particular content, focus, location, mode of delivery, or sponsorship meet appropriate standards. Standard 13: Related Educational Activities

  17. Quality Matters:Peer Course Review Process • Faculty Course Developers • Institutions • National Standards & Research Literature Course • Rubric • Faculty Reviewers • Training Course Meets Quality Expectations Peer Course Review Feedback Course Revision Instructional Designers

  18. Eight General Standards: Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Interaction Course Technology Learner Support Accessibility The Rubric Key components must align. Alignment:Critical course elements work together to ensure that students achieve the desired learning outcomes.

  19. Quality Matters: An Emerging National Standard WASHINGTON NORTH MAINE MONTANA MINNESOTA DAKOTA OREGON VT NH WISCONSIN MASS SOUTH IDAHO DAKOTA NEW YORK MICHIGAN WYOMING RI CONN PENN NEW IOWA NEBRASKA JERSEY NEVADA OHIO DELAWARE INDIANA UTAH ILLINOIS COLORADO MARYLAND WV KANSAS VIRGINIA MISSOURI KENTUCKY CALIFORNIA NORTH CAROLINA TENNESSEE ARIZONA ARKANSAS OKLAHOMA SOUTH CAROLINA NEW MEXICO MISS GEORGIA ALABAMA TEXAS FLORIDA LOUISIANA Some Subscribers in State Statewide Subscribers ALASKA PUERTO RICO VIRGIN ISLANDS 7/1/2008 HAWAII

  20. Subscriber Survey • Respondents asked to rank their goals for QM and their current uses of QM • Contacted @200 QM Institutions • 33% Response Rate

  21. Part I: Goal Choices • To improve the quality and consistency of online and/or hybrid courses • To stimulate faculty interest in online and/or hybrid instruction • To help prepare faculty for their role in online and/or hybrid instruction • To validate the quality of online and/or hybrid courses to our internal and/or external stakeholders • To enhance our internal quality assurance process for distance learning • Other?

  22. Goal Results - 1 • Almost unanimous (52 of 64) first goal: • To improve the quality and consistency of online and/or hybrid courses • Remaining 1st choices were scattered • Validate quality for stakeholders (6 of 64) • Help prepare faculty (4 of 64) • Enhance internal QA process (2 of 64) • Stimulate faculty interest (1 of 64) • Four respondents co-ranked all goals as #1

  23. Stimulating faculty interest in online education is no longer a major issue among the 250+ schools that subscribe to Quality Matters. Goal Results - 2: Differentiate by Second-Ranked Goal

  24. Goals for Institutions Getting Started vs. Experienced

  25. Standard 14: Assessment of Student Learning Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.

  26. “Assessment is not an event but a process that is an integral part of the life of the institution, and an institution should be able to provide evidence that the assessment of student learning outcomes and use of results is an ongoing institutional activity.” Characteristics of Excellence in Higher Education (2006, p. 79)

  27. Target 2018 Path to the Future

  28. For more information… Jean M. Runyon, Dean, Virtual Campus Anne Arundel Community College jmrunyon@aacc.edu 410-777-1249 Deborah Adair, Director of Administration Quality Matters dadair@qualitymatters.org 301-356-6631

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