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Assessing the Quality of Online Courses

Assessing the Quality of Online Courses. Rayane Fayed Instructional Designer American University of Beirut. Purpose of My Research. What are the standards that should be used to measure the quality of online courses. AUB ’ s Path in E-Learning. Moodle @AUB The Web-Enhanced Courses

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Assessing the Quality of Online Courses

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  1. Assessing the Quality of Online Courses Rayane Fayed Instructional Designer American University of Beirut June 2013

  2. Purpose of My Research What are the standards that should be used to measure the quality of online courses

  3. AUB’s Path in E-Learning • Moodle @AUB • The Web-Enhanced Courses • The Blended Courses • A first attempt into Online Learning

  4. Online Learning @ AUB: Still A Challenge • Culture • Technological limitations • Demand • Social isolation • Quality of courses

  5. Defining “Quality” Robert Gray defined it as an “online course that adheres to 3 basic principles”: • It meets different learning styles • It encourages interaction • It uses different assessment methods

  6. The Research Phases

  7. Rubrics Initiatives PHASE I The Sloan Consortium Quality Framework and the Five Pillars California State University Chico's Rubric for Online Instruction • Learner Support / Resources • Online organization and design • Instructional design and delivery • Assessment & evaluation of student learning • Appropriate and effective use of technology • Faculty use of student feedback • Learning effectiveness • Cost effectiveness • Access • Faculty satisfaction • Students satisfaction

  8. PHASE I 7 Principles of Effective Teaching • Encourages contact between students and faculty • Cooperation among students • Active learning • Encourages prompt feedback • Emphasize time on task • High expectations • Diverse ways of learning

  9. PHASE I The Need of a Customized Rubric

  10. The ADDIE Model PHASE I • Analysis Phase • Design Phase • Development Phase • Implementation Phase • Evaluation Phase

  11. PHASE II The RUBRIC

  12. The “A” in the Rubric PHASE II • The Faculty Survey • The availability • The computer • Background and openness to change • Time Commitment • … • The Student Survey • Demography • Background • Computer skills • Learning type • Previous online experience • … • The Course Survey • The purpose of the course • The course goals and objectives • The type the course and its prerequisites • …

  13. The “D” in the Rubric PHASE II • The Syllabus Design: • Contact information of the instructor • Contact information of the support system • Course goals and objectives • Course requirement • Grading criteria • Course policy • Course schedule • Rubrics • Overall course design • Outline of the course • Alignment of course objectives with selected course activities (preferably using the backward design template)

  14. The 2nd“D” in the Rubric PHASE II • Learner Support • Course Structure and Design • Instructional Strategies and Course Content • Student Assessment • Accessibility and Technology use

  15. The “I” in the Rubric PHASE II • Faculty support and training • Faculty Role in the course

  16. The “E” in the Rubric PHASE II • Evaluation of the course (previous steps) • Feedback from Students • Mid-Semester Evaluations • End-of-Semester Evaluations • Reflections

  17. Testing the Rubric PHASE III & IV • WebCT • AUB Courses

  18. Limitations of the Study • Selected courses were previously taught • No contact with Instructors • No Access to student grades • Non-AUB Courses

  19. Future Studies & Recommendations • Instructional designers as course auditors • Conditional questions based on type of courses • Digitized rubric

  20. Conclusion

  21. Questions?

  22. Thank You! Rayane Fayedrf26@aub.edu.lblb.linkedin.com/in/rayanef/

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