Online Course Development and Delivery Reviews: An Interactive Approach Carla R. BradleyOTC OnlineOzarks Technical Community Collegebradleyc@otc.edu

Words

Words

• Evaluation• Evaluator• Evaluator• Best practices• Problems• Rubric• Requirements

• Peer review• Coach• Mentor• Effective practices• Challenges• Guide• Consistency standards

Goals

1. Explain how OTC Online arrived at updated online review process.

2. Apply hints from other reviewers to online reviews.

3. Evaluate an online course for development and delivery. *

* Practice review set needs to be completed by new online reviewers.

Chasen, Michael. Blackboard World 2010.

Chasen, Michael. Blackboard World 2010.

3 Resources

• Quality Matters

• Blackboard Exemplary Course

• Chico State

Quality Matters

“The course review process is a collegial discussion between faculty peers committed to Continuous quality improvement. It is not an evaluation. Centered in national standards of best practice, the research literature and instructional design principles designed to promote student learning. . . . And it’s not a win/lost or pass/fail test…… the rubric in the review process functions as a diagnostic tool to facilitate the continuous improvement of online courses.”

Quality Matters

1. Course overview and introduction2. Learning objectives3. Assessment and measurement4. Resources and materials5. Learner engagement6. Course technology7. Learner support8. Accessibility

QM Example

Striving for Quality in Online Courses- J.J. Johnson-Pierce College in Washington State

Quality assurance team (of six):• Sensitive about academic freedom• Student feels comfortable- course layout• Anticipate questions• Student comfort (home page)- consistent interface• Measure of course design• Composed of instructors in diverse disciplines• Provide mentoring and coachingGoal-• Go to the next level and tie to PD sessions

Blackboard Exemplary Course

“The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses.”

1. Course design2. Interaction and collaboration3. Assessment4. Learner support

Bb ECP Example

• Excellence within our Grasp: Using Blackboard’s Exemplary Course Rubric- Mark Burris- University of Arkansas Little Rock and Sue Burris- National Park Community College

• Goal 1: Promote instructional excellence across Arkansas through online student engagement principles, moving beyond “buttonology”

• Goal 2: Promote academic collaboration through local and statewide community of practice

Chico State

1. Learner support and resources2. Online organization and design3. Instructional design and delivery4. Assessment and evaluation of student learning5. Innovative teaching with technology6. Faculty use of student feedback

Chico State Example

Online Course Assessment (James West)- Missouri Baptist University

Peer evaluations results from spring 2005 to spring 2010– High score has been consistent– Low score has had an upward trend– Mean has been upward– Consistent improvement over 5-year period

Previous Online Review Document

• Checklist and comments• Review document with “yes” or “no” that

combined development and delivery• Lacked extensive information on instructional

content, technology, academic integrity, and accessibility.

Unique to College

• Navigation• Online syllabus template (current)• Instructor response time• Assessment data

Pilot

1. Introduced in OTL 101 in fall 2011

2. Fall 2011 online instructors complete

3. Spring and summer 2011 online instructors complete (some courses reviewed)

4. Fall 2011 only online instructors reviewed complete

Approach to Online PD

January 2010- present

427 participants (83 participated in one or more sessions)

Move away from “buttonology”

Review Document

1. Engage department and begin research2. Separate development and delivery3. Add pre-review comment section4. Organize by navigation5. Pilot review documents and solicit feedback6. Create team approach7. Involve departments8. Check with DSS9. Invite feedback from OTC Online Committee10. Meet online with Online Review Task Force Team

Accessibility and Compliance

• “Creates duplicate channels of information to benefit all learners.”

• Planning will have a cost-savings rather than retrofitting.

• Builds awareness.

Georgia Tech Research on Accessible Distance Education (GRADE). CATEA Access E Learning. http://www.accesselearning.net/mod1/1_01.php

Reminders

1. Research-based2. Objective3. Not a judgment of

instructor (but of course development and delivery)

bradleyc@otc.edu