The 5 Pillars
SLOAN-C QUALITY FRAMEWORK
|
Goal |
Process/Practice |
Sample Metric |
Progress Indices |
LEARNING EFFECTIVENESS | |||
|
The provider demonstrates that online learning |
Academic integrity and control reside with faculty in the same way as in traditional programs at the provider institution or organization |
Faculty perception surveys or sampled interviews compare learning effectiveness in delivery modes Learner/graduate/employer focus groups or interviews measure learning gains |
Faculty report online learning is equivalent or better Direct assessment of student learning is equivalent or better |
SCALE (COST EFFECTIVENESS AND COMMITMENT) | |||
| Providers continuously improve services while reducing costs |
Providers demonstrate financial and technical commitment to online programs Tuition rates provide a fair return to the provider and best value to learners at the same time Tuition rates are equivalent or less than place-based tuition |
Institutional and organizational stakeholders show support for participation in online education Effective practices are identified and implemented |
The provider sustains the program, expands and scales upward as desired, strengthens and disseminates its mission and core values through online education |
ACCESS | |||
|
All learners who wish to learn online can access learning in a wide array of programs & courses |
Program entry processes inform learners of opportunities, and ensure that qualified, motivated learners have reliable access Integrated support services are available online to learners |
Administrative and technical infrastructure provides access to all prospective and enrolled learners Quality metrics are used for |
Qualitative indicators show continuous improvement in growth and effectiveness rates |
FACULTY SATISFACTION | |||
| Faculty are pleased with teaching online, citing appreciation and happiness |
Processes ensure faculty participation in matters particular to online education (e.g. governance, intellectual property, and royalty sharing) Processes ensure adequate support for faculty in course preparation and course delivery |
Repeat teaching of online courses by individual faculty indicates approval Addition of new faculty shows growing endorsement
|
Data from post-course surveys show continuous improvement: At least 90% of faculty believe the overall online teaching/learning experience is positive Willingness/desire to teach additional courses in the program: 80% positive |
STUDENT SATISFACTION | |||
| Students are pleased with their experiences in learning online, including interaction with instructors and peers, learning outcomes that match expectations, services, and orientation |
Faculty/learner interaction is timely and substantive Adequate and fair systems assess course learning objectives; results are used for improving learning |
Metrics show growing satisfaction via:
|
Satisfaction measures show continuously increasing improvement Provider surveys, interviews, or other metrics show satisfaction levels are equivalent to or better than those of other delivery modes for the provider |
