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Please use this identifier to cite or link to this item: http://hdl.handle.net/1860/3784

Title: Use of evaluation to design quality online learning: understanding the shared experience
Authors: Giering, Judith Ann
Keywords: Education;Distance education--Computer-assisted instruction;Universities and colleges--Curricula
Issue Date: May-2012
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.
Description: Thesis (PhD, Education)--Drexel University, 2012.
URI: http://hdl.handle.net/1860/3784
Appears in Collections:Drexel Theses and Dissertations

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