Online Learning and Quality Assurance Article
Vicky Zygouris-Coe, Bonnie Swan, Janine Ireland, University of Central Florida, United States
International Journal on E-Learning Volume 8, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
More and more we are seeing the online medium being used to deliver teacher training, and the need for effective evaluation strategies for these programs is crucial. This study investigated the impact of instituting a well-structured quality-assurance process for monitoring a large-scale, statewide online professional development model: Florida Online Reading Professional Development (FOR-PD). FOR-PD is Florida's first large-scale online reading professional development project, and has served 37,000 educators since 2003. Findings from the implementation of this situated model suggest that, although implementing an effective system of quality assurance checks (QACs) in an online professional development program can be expensive and time consuming, it can be well worth the effort. Not only can QACs help to reaffirm project goals and keep major roles and responsibilities intact, they also provide a mechanism for measuring and communicating student progress on a broad-to-narrow scale. Other benefits include improved online teaching methods and learning; a significant increase in course-completion rates; and better communications among and between the project's staff, facilitators, and students.
Zygouris-Coe, V., Swan, B. & Ireland, J. (2009). Online Learning and Quality Assurance. International Journal on E-Learning, 8(1), 127-146. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2009 AACE
- American Federation of Teachers. (2002). Distance education, guidelines for good Practice [Online]. Available: http://www.aft.org/pubs-reports/higher_ed/distance.pdf
- Archer, W., Garrison, D. R., Anderson, T., & Rourke, L. (2001). A Framework for Analyzing Critical Thinking in Computer Conferences. Paper presented at EURO-CSCL 2001, Maastricht. Berge, Z.L.
- Clarke, M., Butler, C., Schmidt-Hansen, P., & Somerville, M. (2004). Quality assurance for distance learning: A case study at Brunel University. British Journal of Educational Technology, 35(1), 5-11.
- Council for Higher Education Accreditation. (2002). Accreditation and assuring quality in distance learning. CHEA Monograph (1, Series 2002)
- Council for Higher Education Accreditation (1998). Assuring quality in distance learning: A preliminary review. [Online]. Available: http://www.chea.org/pdf/HED_Apr1998.pdf
- Council of Regional Accrediting Commissions. (2000). Best practices for electronically offered degrees and certificate programs [Online]. Available: http://www.wcet.info/Accrediting%20- %20Best%20Practices.pdf
- Dawson, S. (2006). A study of the relationship between student communication interaction and sense of community. The Internet and Higher Education, 9(3), 153-162.
- Dede, C. (1996). The evolution of distance education: emerging technologies and distributed learning. American Journal of Distance Education, 10(2), 4-36.
- Fredericksen, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2000). Student satisfaction and perceived learning with on-line courses: Principles and examples from the SUNY Learning Network. Journal of Asynchronous Learning Networks, 4(2), 7-41.
- Fresen, J. (2005). Quality assurance practice in online (web-supported) learning in higher
- Hara, N. & Kling, R. (1999). Students’ frustrations with a web-based distance education course. First Monday, 4(12). [On-line]. Available: http://www.firstmonday.org/issues/issue4_12/hara/Hirumi, A. (2005). In search of quality: An analysis of e-learning guidelines and specifications. The Quarterly Review of Distance Education, 6(4), 309-330.
- Kanuka, H., & Garrison, D. R. (2004). Cognitive presence in online learning. Journal of Computing in Higher Education, 15(2), 30-49.
- Keegan, D. (1996). Foundations of distance education (3rd ed.). London: Routledge.
- Kemp, W. (2002). Persistence of adult learners in distance education. The American Journal of Distance Education, 16(2), 65-81.
- Kilpatrick, S., Barrett, M., & Jones, T. (2003). Defining learning communities. [Online]. Available: http://www.crlra.utas.edu.au/files/discussion/2003/D1-2003.pdf
- Kim, K.S. & Moore, J.L. (2005). Web-based learning: Factors affecting students’ satisfaction and learning experience. First Monday, 10(11).
- Kleiman, G. L. (2004, July). Meeting the need for high quality teachers: E-Learning solutions. White paper written for the U.S. Dept. Of Education Secretary’s No Child Left Behind Leadership Summit: Increasing Options through E-Learning, Orlando, FL. [Online]. Available: http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/documents/Kleiman-MeetingtheNeed.pdf Moore, J.C. (Ed.) (2002). Elements of quality: The Sloan-C Framework. Needham, MA: Sloan Center for Online Learning.
- Morris, L.V., Finnegan, C., & Wu, S. (2005). Tracking student behavior, persistence, and achievement in online courses. The Internet and Higher Education, 8(3), 221- 231.
- Morris, L.V., Wu, S., & Finnegan, C. (2005). Predicting retention in online general education courses. The American Journal of Distance Education, 19(1), 23-36.
- Palloff, R.M. & Pratt, K. (2005). Online learning communities revisited. Paper presented at the Annual Conference on Distance Learning and Teaching, Madison, Wisconsin.
- Parker, A. (1999). A study of variables that predict dropout from distance education. [On-line]. Available: http://smi.curtin.edu.au/ijet/v1n2/parker/
- Quality Assurance Agency for Higher Education. (1999). Guidelines on the quality assurance of distance learning. [Online]. Available: http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/distanceLearning/contents.asp#intro
- Richardson, J.C. & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. JALN, 7, 68-88.
- Rossi, P.H., Freeman, H.E., & Lipsey, M.W. (1999). Evaluation: A systematic approach. Newbury Park, CA: Sage.
- Rovai, A. (2003). A practical framework for evaluating online distance education programs. The Internet and Higher Education, 6, 109-124.
- Rovai, A. (2002). Development of an instrument to measure classroom community. The Internet and Higher Education, 5(3), 197- 211.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.