The 5 Pillars
SLOAN-C QUALITY FRAMEWORK
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Goal
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Process/Practice
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Sample Metric
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Progress Indices
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LEARNING EFFECTIVENESS |
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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) |
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| The provider continuously improves services while reducing costs |
The provider demonstrates financial and technical commitment to its 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 on-campus 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 |
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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 for |
Qualitative indicators show continuous improvement in growth and effectiveness rates |
FACULTY SATISFACTION |
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| Faculty are pleased with teaching online, citing appreciation and happiness |
Process to ensure faculty participation in matters particular to online education (e.g. governance, intellectual property, and royalty sharing) Process to 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
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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 |
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| 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: Surveys (see above) and/or interviews Alumni surveys, referrals, testimonials Outcomes measures Focus groups Faculty/Mentor/Advisor perceptions |
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 |
