Use of Evaluation to Design Quality Online Learning: Understanding the Shared Experience

Autor/in	Giering, Judith Ann
Titel	Use of Evaluation to Design Quality Online Learning: Understanding the Shared Experience
Quelle	(2012), (154 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Drexel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-7621-7
Schlagwörter	Hochschulschrift; Dissertation; Online Courses; Curriculum Design; Educational Technology; College Faculty; Program Evaluation; Check Lists; Matrices; Course Objectives; Interviews; Teacher Attitudes; Teacher Education; Teacher Competencies; Course Evaluation; Teacher Role; Teacher Collaboration; Cooperative Planning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Lehrplangestaltung; Unterrichtsmedien; Fakultät; Programme evaluation; Programmevaluation; Checkliste; Matrizenrechnung; Interviewing; Interviewtechnik; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Lehrkunst; Lehrerrolle; Lehrerkooperation
Abstract	The growth of online programs has been substantial over the past decade; such growth has required that an equally substantial number of faculty become proficient in the pedagogy of online learning and the best practices in online course design. At the same time, universities are being called on to provide evidence of student learning and satisfaction. The literature review shows that the design of online courses can have an impact on the student learning experience; therefore, knowledge of these practices and the ability to use them when designing an online course is critical for faculty. The literature review also provided an overview of evaluation theory, as well as specific cases of online course evaluations. Design research was used to inform the methodology of this study in which five online courses were investigated. Faculty teaching the courses were asked to complete an evaluation of the design of their online course using the Quality Online Learning Checklist (Hosie, 2005), derived from the constructivist-based Situated Learning Model (Herrington & Oliver, 2000), and a matrix aligning course learning objectives with elements in the online course design. Participants were then interviewed about their experience evaluating the design of their online course. The study found that faculty need more information and training about online learning pedagogies when designing and evaluating courses. In large part, this is due to the fact that responsibility for the design of the online course falls on the faculty, who often have little or no background in design or online pedagogy. Overcoming this challenge, however, becomes difficult given that faculty in this study were averse to a collaborative approach to the design and evaluation of their online course. Until a culture of collaboration is fostered and rewarded, it may be difficult for faculty to design high quality courses using research-based best practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10