Quality Matters Inter-Institutional Quality Assurance in Online Learning

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1 Quality Matters Inter-Institutional Quality Assurance in Online Learning PEER COURSE REVIEW Course: Math 90 Online Instructor: Mary Anderson Institution: Edmonds Community College Submitted by: Mary Anderson Submission Date: 6--0 Score:. COURSE OVERVIEW AND INTRODUCTION The overall design of the course is made clear to the student at the beginning of the course.. Instructions make clear how to get started and where to find various course components. I could make it clearer with a Begin Button which would take them to a checklist of how to begin by telling them to read the syllabus first. Even though I put a Welcome announcement on the main page, maybe just having even more guidance could help.. A statement introduces the student to the purpose of the course and to its components; in the case of a hybrid course, the statement clarifies the relationship between the face-to-face and online components. This could also be done more clearly, in the Blackboard site. Although in the syllabus this is mostly covered.. Etiquette expectations (sometimes called netiquette ) for online discussions, , and other forms of communication are stated clearly. These are not clear enough. I have netiquette listed in the homework discussion forum, but it should be probably a document in the course materials also. I don t discuss netiquette as I make an exception..4 The self-introduction by the instructor is appropriate and available online. I did mine in the introduction web site..5 Students are asked to introduce themselves to the class. Yes in the discussion board..6 Minimum student preparation, and, if applicable, prerequisite knowledge in the discipline are clearly stated. Found in the syllabus.7 Minimum technical skills expected of the student are clearly stated. I realized I didn t make that clear enough maybe. In the syllabus I go through the details of how to access the PlatoWeb software (online program) but probably should be more clear on the flash software needed to run the Copyright 0 Mary Anderson

2 program. We had issues this quarter with Flash constantly updating and some version wouldn t work with Platoweb, so that is something I have to stay on top of.. LEARNING OBJECTIVES (COMPETENCIES) Learning objectives are clearly stated and explained. They assist students in focusing their effort in the course.. The course learning objectives describe outcomes that are measurable. These are from the college as the course description.. The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. College defines these and are an overall list for the course.. All learning objectives are stated clearly and written from the students perspective. I believe yes..4 Instructions to students on how to meet the learning objectives are adequate and stated clearly. Each week students are told what sections to complete in the online software and in the text book..5 The learning objectives are appropriately designed for the level of the course. yes. ASSESSMENT AND MEASUREMENT Assessment strategies use established ways to measure effective learning, evaluate student progress by reference to stated learning objectives, and are designed to be integral to the learning process.. The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. The students actually take proctored paper exams. Also they complete online evaluates but these are open book and they can take up to times.. The course grading policy is stated clearly. This is found in the syllabus.. Specific and descriptive criteria are provided for the evaluation of students work and participation. In the syllabus.4 The assessment instruments selected are sequenced, varied, and appropriate to the content being assessed. Well they are not varied. They paper exams are typical..5 Self-check or practice assignments are provided, with timely feedback to students. This is found in the plato web software. Copyright 0 Mary Anderson

3 4. RESOURCES AND MATERIALS Instructional materials are sufficiently comprehensive to achieve stated course objectives and learning outcomes and are prepared by qualified persons competent in their fields. 4. The instructional materials contribute to the achievement of the stated course and module/unit learning objectives. Yes, under course materials are solutions to exams that they can use to go over their tests with when returned. Tegrity Videos I made supplement the online software. 4. The relationship between the instructional materials and the learning activities is clearly explained to the student. Well the solution sheets are but I suppose it could be more defined. 4. The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject. Yes, the platoweb software and the book coincide and cover all the material and with enough practice that students should be able to be successful. Also web links are provided to give students access to possible other assistance. 4.4 All resources and materials used in the course are appropriately cited. yes 5. LEARNER ENGAGEMENT Meaningful interaction between the instructor and students, among students, and between students and course materials is employed to motivate students and foster intellectual commitment and personal development. 5. The learning activities promote the achievement of the stated learning objectives. (Note: in some institutions learning objectives may be called learning outcomes.) Mandated by the college outcomes as well as the instructional materials. 5. Learning activities foster instructor-student, content-student, and if appropriate to the course, student-student interaction. Mainly designed as content-student. 5. Clear standards are set for instructor responsiveness and availability (turn-around time for , grade posting, etc.) Nothing mandated (that I have been told), some simply do better than others so I hear from students. 5.4 The requirements for student interaction are clearly articulated. No since there is no requirement. Copyright 0 Mary Anderson

4 6. COURSE TECHNOLOGY Course navigation and the technology employed in the course foster student engagement and ensure access to instructional materials and resources. 6. The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course. Well in my opinion the software the college chose is not very good from a technical point of view. I have received various complaints from students. Unfortunately we can t change until we run out of the pre-paid licenses the college paid for. That will be next year we hope. 6. The tools and media support student engagement and guide the student to become an active learner. Depends on the student. Not great software. 6. Navigation throughout the online components of the course is logical, consistent, and efficient. I believe the blackboard portion is pretty clear. The organization structure of the PlatoWeb software ( (Academic Systems) is actually pretty straight forward. 6.4 Students have ready access to the technologies required in the course. Yes. 6.5 The course components are compatible with current standards for delivery modes. 6.6 Instructions on how to access resources at a distance are sufficient and easy to understand. 6.7 The course design takes full advantage of available tools and media. Not really I guess, there are other tools I haven t explored yet. Copyright 0 Mary Anderson

5 7. LEARNER SUPPORT The course facilitates student access to institutional services essential to student success. 7. Link to 4/7 technical help is displayed prominently on the course home page. No, its on the page before the log in. Its on the top (by Blackboard) when in the course but hard to see. 7. Course instructions articulate or link to an explanation of how the institution s academic support system can assist the student in effectively using the resources provided. We do have information in the syllabus. 7. Course instructions articulate or link to an explanation of how the institution s student support services can help students reach their educational goals. Same as Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information. Do have links to other math resources. 8. ACCESSIBILITY The face-to-face and online course components are accessible to all students. 8. The course incorporates ADA standards and reflects conformance with institutional policy regarding accessibility in online and hybrid courses. Not really. If a student has issues, they go to our Services for Students with Disabilities department. They have screen readers and large monitors etc. 8. Course pages and course materials provide equivalent alternatives to auditory and visual content. NO 8. Course pages have links that are self-describing and meaningful. 8.4 The course ensures screen readability. Copyright 0 Mary Anderson

6 Quality Matters Inter-Institutional Quality Assurance in Online Learning Course: Moodle Certification Instructor: Institution: Submitted by: Mary Anderson Submission Date: 6/4/0 Score: PEER COURSE REVIEW. COURSE OVERVIEW AND INTRODUCTION The overall design of the course is made clear to the student at the beginning of the course.. Instructions make clear how to get started and where to find various course components. Yes it led me in order through the steps to start.. A statement introduces the student to the purpose of the course and to its components; in the case of a hybrid course, the statement clarifies the relationship between the face-to-face and online components. Right at the beginning there is a paragraph to explain the purpose of the course.. Etiquette expectations (sometimes called netiquette ) for online discussions, , and other forms of communication are stated clearly. Unable to find easily.4 The self-introduction by the instructor is appropriate and available online. I didn t see one instructor.5 Students are asked to introduce themselves to the class. Not in this course that I can see.6 Minimum student preparation, and, if applicable, prerequisite knowledge in the discipline are clearly stated. There is a link to a checklist to see if you are ready to start that course..7 Minimum technical skills expected of the student are clearly stated. In regards to Moodle, it does explain what level you should be at. Copyright 0 Mary Anderson

7 . LEARNING OBJECTIVES (COMPETENCIES) Learning objectives are clearly stated and explained. They assist students in focusing their effort in the course.. The course learning objectives describe outcomes that are measurable. The way this course is set up, I do not see objectives in a measureable way. I see a list of skill sets that students must demonstrate but not listed in measurable terms.. The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.. All learning objectives are stated clearly and written from the students perspective..4 Instructions to students on how to meet the learning objectives are adequate and stated clearly..5 The learning objectives are appropriately designed for the level of the course.. ASSESSMENT AND MEASUREMENT Assessment strategies use established ways to measure effective learning, evaluate student progress by reference to stated learning objectives, and are designed to be integral to the learning process.. The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. I can see that an exam is required and a course must be designed.. The course grading policy is stated clearly. I do not see specific rubric for the project, but could because I am not officially registered.. Specific and descriptive criteria are provided for the evaluation of students work and participation. No.4 The assessment instruments selected are sequenced, varied, and appropriate to the content being assessed. One is recall and one is an hands on.5 Self-check or practice assignments are provided, with timely feedback to students. Not that I see. Copyright 0 Mary Anderson

8 4. RESOURCES AND MATERIALS Instructional materials are sufficiently comprehensive to achieve stated course objectives and learning outcomes and are prepared by qualified persons competent in their fields. 4. The instructional materials contribute to the achievement of the stated course and module/unit learning objectives. I can see a link to some sample sites. 4. The relationship between the instructional materials and the learning activities is clearly explained to the student. 4. The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject. 4.4 All resources and materials used in the course are appropriately cited. 5. LEARNER ENGAGEMENT Meaningful interaction between the instructor and students, among students, and between students and course materials is employed to motivate students and foster intellectual commitment and personal development. 5. The learning activities promote the achievement of the stated learning objectives. (Note: in some institutions learning objectives may be called learning outcomes.) I think so as outcome is demonstrate skills in Moodle to get a certificate that says you can use Moodle. 5. Learning activities foster instructor-student, content-student, and if appropriate to the course, student-student interaction. They do have forums of several kinds for students to share insights, questions, and other information. 5. Clear standards are set for instructor responsiveness and availability (turn-around time for , grade posting, etc.) No 5.4 The requirements for student interaction are clearly articulated. Not to me. Copyright 0 Mary Anderson

9 6. COURSE TECHNOLOGY Course navigation and the technology employed in the course foster student engagement and ensure access to instructional materials and resources. 6. The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course. Can t access all parts of the site. 6. The tools and media support student engagement and guide the student to become an active learner. 6. Navigation throughout the online components of the course is logical, consistent, and efficient. There is an easy step by step process on the front page. 6.4 Students have ready access to the technologies required in the course. 6.5 The course components are compatible with current standards for delivery modes. Can t access all parts of the site. 6.6 Instructions on how to access resources at a distance are sufficient and easy to understand. Can t access all parts of the site. 6.7 The course design takes full advantage of available tools and media. Can t access all parts of the site. Copyright 0 Mary Anderson

10 7. LEARNER SUPPORT The course facilitates student access to institutional services essential to student success. 7. Link to 4/7 technical help is displayed prominently on the course home page. There is a support page but I don t see any live help. 7. Course instructions articulate or link to an explanation of how the institution s academic support system can assist the student in effectively using the resources provided. NO 7. Course instructions articulate or link to an explanation of how the institution s student support services can help students reach their educational goals. NO 7.4 Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information. They do refer to samples 8. ACCESSIBILITY The face-to-face and online course components are accessible to all students. 8. The course incorporates ADA standards and reflects conformance with institutional policy regarding accessibility in online and hybrid courses. I can t tell. 8. Course pages and course materials provide equivalent alternatives to auditory and visual content. There are other languages available 8. Course pages have links that are self-describing and meaningful. I think so in many cases 8.4 The course ensures screen readability. Can t tell Copyright 0 Mary Anderson

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