Learning Effectiveness
LEARNING EFFECTIVENESS means that learners who complete an online program receive educations that represent the distinctive quality of the institution. The goal is that online learning is equivalent to or better than learning through the institution's other delivery modes, in particular in its traditional face-to-face, classroom-based instruction. The course or program is designed to be at least equivalent in quality to face-to-face courses offered at the same institution. If there is no comparable face-to-face course, then the institution's normative benchmark applies. The learning resources in online courses generally include the same ones to be found in the institution's traditional face-to-face courses-learning media (books, notes, software, CD-ROMs, and so on); faculty who teach the class and are available outside of class; and learners who interact with the faculty and with each other. Because of technology, online courses are usually enhanced by resources available over the Internet and/or designed for computer presentation. Metrics demonstrate that the quality of learning online is at least as good as the institution provides through its traditional programs as measured by several means-by faculty perception; by outcomes assessments; by career, scholastic and professional achievement surveys and records; by feedback from employers; and by institutionally sustained, evidence-based, participatory inquiry into how well online programs achieve learning objectives. Online learning generally parallels the quality of face-to-face learning with equivalent content, standards, and support services. Online curricula are subject to, and thereby receive the same benefits of practice, process and criteria that the institution applies to traditional forms of instruction.
Effective Practice Awards Submissions Due June 30
Submitted by janetmoore on May 27, 2010 - 2:06pm
New effective practices submitted by June 30 are eligible for awards to be presented at the July 21, 2010 Emerging Technologies for Online Learning Symposium Awards Presentation Luncheon.
Thousands visit effective practices for innovative practices supported by eviden
May Facilitator of the Month
Submitted by hollyrae on April 30, 2012 - 11:48am
May’s Facilitator of the Month
Valerie Haven
Our Facilitator of the Month is Valerie Haven. In May, Valerie facilitates the Accessibility The Easy Way workshop
May Facilitator of the Month
Submitted by hollyrae on April 30, 2012 - 11:48am
May’s Facilitator of the Month
Valerie Haven
Our Facilitator of the Month is Valerie Haven. In May, Valerie facilitates the Accessibility The Easy Way workshop
Featured May Sloan-C Certificate Graduate of the month
Submitted by hollyrae on April 30, 2012 - 11:44am
May’s Sloan-C Certificate Featured Graduate
Scott Hamm
Our Sloan-C Certificate Featured Graduate of the Month is Scott Hamm.
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$5.95
Volume, Issue - Date:
Volume 16, Issue 2- March
Oganization:
Center for eLearning, Florida Atlantic University $5.95
Keywords:
Distance learning administration, online learning, faculty development, certification program, program design
Abstract:
The Center for eLearning was established at Florida Atlantic University (FAU) as a result of a university-wide task force. A brief overview of the center’s start-up activity is followed by a thorough report of the first faculty development program created and implemented. The structure of the program is described, and data are provided showing evidence of faculty improvement and positive ratings for the program. Conclusions about the program and modifications for its second iteration are included.
$5.95
Volume, Issue - Date:
Volume 16, Issue 2- March
Oganization:
The Pennsylvania State University - Harrisburg $5.95
Keywords:
Faculty Development, Online Teaching, Adult Learning Theory, Transformative Learning Theory, Action Research, Reflection, Teaching Changes
Abstract:
This action research study explored the change in face-to-face teaching practices as a result of faculty professional development for online teaching. Faculty’s initial teaching model is typically born from that of their own teachers, and they teach as they were taught. However, few have any online experience as a student or a teacher. Learning to teach online may be a catalyst for faculty to reflect on and evaluate their current teaching practices. Data were collected through three rounds of action research that included individual interviews, participants’ reflective journaling activities, researcher’s journal and field notes, and classroom observations. The qualitative data analysis steps included data reduction, data display, and conclusion drawing and verification. The results of the study indicated that learning to teach online has the potential to transform faculty’s assumptions and beliefs about teaching, changing their face-to-face teaching practices. The identification of the aspects of professional development activities that were most effective in helping faculty to reflect on and question their previously held assumptions and beliefs about teaching will assist administrators and faculty development specialists move from one-size-fits-all programs to a redesign within an adult learning framework that supports opportunities for change.
$5.95
Volume, Issue - Date:
Volume 16, Issue 2- March
Oganization:
Southwest Minnesota State University $5.95
Keywords:
Autoethnography; adult learning theories; faculty development; online learning
Abstract:
This paper is a study of the author’s experiences taking a six-week, asynchronous, online, faculty development class for educators at the secondary and postsecondary levels. Using autoethnography methods, the author details her learning and the ways her experiences support adult learning theories. Implications of this research suggest that adult learning theories should also be applied to faculty development experiences because faculty are more likely to benefit from online faculty development if they are given the opportunity to direct the course of their development to suit their own needs.
Learning Analytics: Call for JALN Papers April on or before April 1, 2012
Submitted by janetmoore on January 15, 2012 - 9:15pm
Special Issue of JALN on Learning Analytics
$0.00
Volume, Issue - Date:
Volume 16, Issue 1 - January
Oganization:
The Sloan Consortium Full article - Free:
$0.00
Keywords:
learning effectiveness, scale, institutional commitment, cost effectiveness, access, faculty satisfaction, student satisfaction, quality framework, innovation, impact, replicability
Abstract:
Encouraging continuous improvement in the quality, scale and breadth of online education, the Sloan Consortium invites practitioners to share effective practices. This report synthesizes effective practices submitted by Sloan-C members to the online collection at http://www.sloanconsortium.org/effective as of December 2011. The synthesis includes links to detailed postings about practices, including the authors and their institutions.
$5.98
Volume, Issue - Date:
Volume 16, Issue 1- January
Oganization:
Rowan University $5.98
Keywords:
distance education, enrollment gap, student satisfaction, independent students, dependent students
Abstract:
The purpose of this research is to determine whether nontraditional undergraduate students in the US who enroll in distance education classes are less likely to have an enrollment gap (enrollment gap=part year enrollment). Previous research has shown that preference for distance education classes is significantly greater among nontraditional than among traditional undergraduate students; nontraditional students invariably have a greater number of competing demands (work and family) on their time. Since distance education courses provide students with more convenient and flexible class schedules, nontraditional students, who have time or location constraints that prevent them from enrolling in face-to-face classes during a semester or quarter, may be more likely to enroll in distance education classes in order to stay enrolled for the entire academic year. Based upon this rationale, we predicted that enrollment in distance education classes is significantly related to a decreased likelihood of an enrollment gap among nontraditional students. To test this prediction, we used data from the National Postsecondary Student Aid Survey (NPSAS) conducted in 2008. The NPSAS 2008 used a complex survey design to collect data from a nationally representative sample of about 113,500 postsecondary undergraduate students in the US. Results confirm our prediction, and show that enrollment in distance education is significantly related to a decreased likelihood of an enrollment gap among nontraditional students, but not among traditional students. Results also show that five of the seven dropout risk factors (identified by previous research to decrease 6-year graduation rates) are each significantly associated with an increased likelihood of an enrollment gap. These results suggest that the offer of distance education classes could increase degree progress and possibly completion rates for nontraditional undergraduates who are at high risk for dropout.
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