Thursday, May 22, 2008

Areas of Evaluation

I. Enrollment
  • What is the process for enrollment in online courses?
  • What support (orientation) is given?
  • How is this administered?
  • Is the process sufficient?

II. Screening
  • What motivates students to take online courses?
  • Is there a process for screening students who take online courses?
  • Is there a pre-assessment based on the principles of learner characteristics?
  • Is the process sufficient?

III. Faculty Orientation
  • Is there a formal process to support Faculty in the development of online courses?
  • Is there an orientation/professional development schedule pertaining to online instructional design and delivery?
  • What other support is provided?

IV. Current Practices
  • Assess whether we are using best practices.
  • What processes or procedures are employed?
  • Is there a course/department that is currently using best practices in online instructional delivery?
  • Is there a high success rate for online students in that course/department?
  • Possible candidates - General Education areas - including those under Hair, Mahan, and Nursing (using Media Site and Classroom Capture).
  • List of online courses. Find those that are most successful.
  • One known successful strategy - Office hours are being held in the classroom. Tutor meets students in a lab. Students begin to contact human resources more readily. Find "other" places to meet students rather than in office. 
  • Is there a stigma to meeting with faculty in the office or at all? Find out why.

V. Policy and Procedures: Online Courses
  • Are the policies being followed? For example, are students that fail online courses being allowed to retake them online?
  • Assessments: What policies and services are related to assessment and support for online students?
  • Must students in online courses take any assessments on-campus? If so, is this being communicated to the student by the instructor and at the beginning of the semester?
  • To better accommodate the online "commuter", what support can we develop to allow them complete independence from the physical campus.
  • Is our Course Management System (CMS, i.e., Campus Cruiser) capable of comprehensive online assessment and online course administration?
  • What lessons can be learned from online colleges and universities?

VI. Tools for success
  • Develop formal processes and procedures for successful online course development, administration, and student retention/achievement.
  • Develop a professional support model that targets the specifics of online course development and administration.
  • Develop formal online resources/tutorials to support faculty in their course development and evaluation.
  • Develop a faculty training schedule based on the above.