The 5 Pillars

SLOAN-C QUALITY FRAMEWORK

Goal
Process/Practice
Sample Metric
Progress Indices

LEARNING EFFECTIVENESS

The provider demonstrates that online learning
outcomes meet or exceed institutional,
industry, and/or community standards

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
information dissemination; learning resources delivery;
and tutoring services

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:

  • Surveys 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