Home          Table of Contents          Prev Page

Criteria Used to Develop Effective Online Courses

Topics on this Page

References

Appendix A

Appendix B

         Arvan, L., Ory, J., Bullock, C., Burnaska, K., Hanson, M. (September, 1998).  The SCALE Efficiency Projects.  JALN Volume 2, Issue 2.  Sloan Center for Asynchronous Learning Environments (SCALE), University of Illinois at Urbana-Champaign and Office of Instructional Resources, University of Illinois at Urbana-Champaign.  Available  online:  http://www.aln.org/alnweb/journal/vol2_issue2/arvan2.htm

         Blackboard, Inc.  Blackboard Features and Benefits.  Available online: http://company.blackboard.com/Bb/features.html

         Blackboard, Inc.  Blackboard Overview.  Available online:  http://company.blackboard.com/Bb/index.html

         Blackboard, Inc.  Blackboard Profile.  Available online: http://company.blackboard.com/index.html#

         Blackboard, Inc.  Powered By Blackboard. Available online:  http://company.blackboard.com/index.html

         Campbell, J. Olin (August, 1997).  Evaluating ALN:  What Works, Who’s Learning?  ALN Magazine.  Volume 1, Issue 2.  Available online:  http://www.aln.org/alnweb/magazine/issue2/campbell_alntalk.htm

         Chang, Vivian (1998).  Policy Development for Distance Education.  ERIC Clearinghouse for Community Colleges, Los Angeles, CA.  ERIC Digest Edd423922 98.  Available online:  http://www.ed.gov/databases/ERIC_Digests/ed423922.html

         ComputerUser.com (February 12, 1999).  Distance education on the Rise. Available online: http://currents.net/newstoday/99/02/12/news8.html

         Debourgh, Gregory A. (March, 1999).  Technology Is the Tool, Teaching Is the Task: Student Satisfaction in Distance education.  Society for Information Technology & Teacher Education International Conference.  ERIC 432 226.  Available online:   http://www.edrs.com/DocLibrary/1299/ED432226.PDF

         Distance Learning in Higher Education (February, 1999). The Expanding Universe of Distance Learning. Produced by The Institute for Higher Education Policy for the Council for Higher Education Accreditation. Available online: http://www.ihep.com/ace.pdf

         Drucker, Peter (November, 1994). The Age of Social Transformation.  The Atlantic Monthly:  Volume 274, No. 5; pp. 53-80). Available online:    http://www.theatlantic.com/issues/95dec/chilearn/drucker.htm

         Executive Summary (April 30, 1998). Goals 2000: Reforming Education to Improve Student Achievement. Available online: http://www.ed.gov/pubs/G2KReforming/g2exec.html

         Fathom (April 3, 2000).  World-renowned Academic and Cultural Institutions Partner for the First Time to Create Interactive Knowledge Company:  Fathom Poised to Redefine Scope of Online Learning.  Press Release.  Available online: http://www.fathom.com/pressreleases/04032000.html

         Innovations in Distance Education (1998).  An Emerging Set of Guiding Principles and Practices for the Design and Development of Distance Education.  Available online: http://www.outreach.psu.edu/de/ide/guiding_principles/

         Jones International University (1999).  The First Fully Online Accredited University. Available online:  http://www.usopenuniversity.com/index.html

         National Center for Education Statistics (December 1999).  Distance Education at Postsecondary Education Institutions:  1997-98.  Available online: http://nces.ed.gov/pubs2000/2000013.pdf

         New Benchmarks for Distance Ed (2000). NEA Higher Education: Advocate Online.  Available online:  http://www.nea.org/he/advo-new/aline.html

         Quality on the Line: Benchmarks for Success in Internet-Based Distance Education (March, 2000). Prepared by The Institute for Higher Education Policy for Blackboard, Inc., and the National Education Association. Available at: http://www.nea.org/he/abouthe/Quality.pdf

         Reconfiguring Courses for Distance Learning (January, 2000). NEA. Thriving in Academe: Reflections on Helping Students Learn. Available online: http://www.nea.org/he/advo00/advo0001/feature.html

         Reflections On Teaching In The Techno-Classroom (January, 2000). NEA. Thriving in Academe: Reflections on helping Students Learn. Available online:  http://www.nea.org/he/advo00/advo0001/realife.html

         Report to the President on the Use of Technology to Strengthen K-12 Education in the United States (March 1997). President’s Committee of Advisors on Science and Technology: Panel on Educational Technology. Available online at http://www.whitehouse.gov/WH/EOP/OSTP/NSTC/PCAST/k-12ed.html

         Russell, Thomas (1999).  No Significant Difference Phenomenon.  Available online:  http://cuda.teleeducation.nb.ca/nosignificantdifference/

         Saba, Ph.D., Farhad (1999).  Distance Education:  An Introduction.  Available online: http://www.distance-educator.com/portals/research_deintro.html

         Scholars.com (November 16, 1998).  Microsoft Pilot Study Proves Effectiveness of Scholars.com's Online Training With Mentoring.  Available online: http://www.scholars.com/PressRL/MSStudy.htm

         Schutte, Jerald G.  Virtual Teaching in Higher Education:  A New Intellectual Superhighway or Just Another Traffic Jam?  California State University:  Northridge.  Available online:  http://www.csun.edu/sociology/virexp.htm

         SmartForce News (February 2000).  e-Learning Pioneer SmartForce Announces Support for Microsoft Implementation of Online Learning Specifications. Available online:  http://www.smartforce.com/corp/marketing/releases/frames_feb8.html

         Technological Literacy (February 13, 1997). President Clinton’s Call to Action for American Education in the 21^st Century. Available online:  http://www.ed.gov/updates/PresEDPlan/part11.html

         University of Illinois (December 7, 1999).  Teaching at an Internet Distance: The Pedagogy of Online Learning.  Available online: http://www.vpaa.uillinois.edu/tid/

        Webb, Wendy.  Imagine That (March 13, 2000).  Cover Story for Technology Training.  Available online:  http://www.trainingsupersite.com/publications/index.htm

        Western Governors University. WGU's Degree Programs.  Available online:   http://www.wgu.edu/wgu/index.html

         What’s the Difference? A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education (April, 1999). The Institute for Higher Education Policy. Prepared for American Federation of Teachers and National Education Association. Available online:  http://www.ihep.com/difference.pdf

         Willis, Barry (1994). Distance Education Strategies and Tools. Englewood Cliffs: Educational Technology Publications.

         Wisdom Tools:  Center for Excellence in Education and Indiana University (1997).  Comparison of Online Course Delivery Software Products.  Available online:  http://multimedia.marshall.edu/cit/webct/compare/index.htm

Benchmarks for Success in Internet-Based Distance Education
(Quality On the Line, pp. 11,12)

I.  Institutional Support Benchmarks

1.      A documented technology plan that includes electronic security measures (i.e., password protection, encryption, back-up systems) is in place and operational to ensure both quality standards and the integrity and validity of information. 

2.      The reliability of the technology delivery system is as fail-safe as possible. 

3.      A centralized system provides support for building and maintaining the distance education infrastructure.

II.  Course Development Benchmarks

4.      Guidelines regarding minimum standards are used for course development, design, and delivery, while learning outcomes—not the availability of existing technology—determine the technology being used to deliver course content.

5.      Instructional materials are reviewed periodically to ensure they meet program standards.

6.      Courses are designed to require students to engage themselves in analysis, synthesis, and evaluation as part of their course and program requirements.

III.  Teaching/Learning Benchmarks

7.      Student interaction with faculty and other students is an essential characteristic and is facilitated through a variety of ways, including voice-mail and/or e-mail.

8.      Feedback to student assignments and questions is constructive and provided in a timely manner.

9.      Students are instructed in the proper methods of effective research, including assessment of the validity of resources.

IV.  Course Structure Benchmarks

10.  Before starting an online program, students are advised about the program to determine (1) if they possess the self-motivation and commitment to learn at a distance and (2) if they have access to the minimal technology required by the course design.

11.  Students are provided with supplemental course information that outlines course objectives, concepts, and ideas, and learning outcomes for each course are summarized in a clearly written, straightforward statement.

12.  Students have access to sufficient library resources that may include a “virtual library” accessible through the World Wide Web.

13.  Faculty and students agree upon expectations regarding times for student assignment completion and faculty response.

V.  Student Support Benchmarks

14.  Students receive information about programs, including admission requirements, tuition and fees, books and supplies, technical and proctoring requirements, and student support services.

15.  Students are provided with hands-on training and information to aid them in securing material through electronic databases, interlibrary loans, government archives, news services, and other sources.

16.  Throughout the duration of the course/program, students have access to technical assistance, including detailed instructions regarding the electronic media used, practice sessions prior to the beginning of the course, and convenient access to technical support staff.

17.  Questions directed to student service personnel are answered accurately and quickly, with a structured system in place to address student complaints.

VI.  Faculty Support Benchmarks

18.  Technical assistance in course development is available to faculty, who are encouraged to use it.

19.  Faculty members are assisted in the transition from classroom teaching to online instruction and are assessed during the process.

20.  Instructor training and assistance, including peer mentoring, continues through the progression of the online course.

21.  Faculty members are provided with written resources to deal with issues arising from student use of electronically-accessed data.

VII.  Evaluation and Assessment Benchmarks

22.  The program’s educational effectiveness and teaching/learning process is assessed through an evaluation process that uses several methods and applies specific standards.

23.  Data on enrollment, costs, and successful/innovative uses of technology are used to evaluate program effectiveness.

24.  Intended learning outcomes are reviewed regularly to ensure clarity, utility, and appropriateness.

SURVEY

Name:

University:

Student (who took course via Distance Education) Survey:

1.  Has the institution provided sufficient support?  (  ) Yes         (  ) No

2.  Designer (   )  course for Distance Education   (    ) in class course

Teacher (who teaches via Distance Education) Survey:

1. Has the institution provided sufficient support?              (  ) Yes         (  ) No
2. Are there institutional rewards for teaching on-line?        (  ) Yes         (  ) No
3. Course development has to be approved?                       (  ) Yes         (  ) No
4. Is there a guideline for course design and delivery?          (  ) Yes         (  ) No
5. What type of interaction(s) is offered?
1. (   ) e-mail  
2. (   ) videoconferencing 
3. (   ) face-to-face  
4. (   ) others
6. How do students portray that they have successfully learned the subject?
1. (  ) test    
2. (  ) portfolio   
3. (  ) presentation  
4. (   ) others
7. Do you keep track of how many hour(s) students log in? (   ) Yes   (   ) No
8. What type of support do the students receive? 
1. (  ) on-line only
2. (  ) on-line and face-to-face
3. (   ) technical support from others
4. (   ) others
9. What type of support do you, as a teacher, receive?
1. (  ) on-line only  
2. (  ) on-line and face-to-face
3. (   ) technical support from others
4. (   ) others
10.  Are you being evaluated for your course?                      (  ) Yes        (  ) No

Teacher (who teaches in classroom) Survey:

1. Has the institution provided sufficient support?              (  ) Yes         (  ) No
2. Are there institutional rewards for teaching in class?       (  ) Yes         (  ) No
3. Does course development need to be approved?             (  ) Yes         (  ) No
4. Is there a guideline for course design and delivery?         (  ) Yes         (  ) No
5. What type of interaction(s) is offered?
1. (   ) face-to-face
2. (   ) e-mail                
3. (   ) videoconferencing 
4. (   ) face-to-face  
5. (   ) others
6. How do students portray that they have successfully learned the subject?
1. (  ) test
2. (  ) portfolio
3. (  ) presentation
4. (   ) others
7. Do you keep track of how many hour(s) students log in? (   ) Yes   (   ) No
8. What type of support do the students receive? 
1. (  ) on-line only  
2. (  ) on-line and face-to-face  
3. (   ) technical support from others  
4. (   ) others
9. What type of support do you, as a teacher, receive?
1. (  ) on-line only  
2. (  ) on-line and face-to-face              
3. (   ) technical support from others  
4. (   ) others

Are you being evaluated for your course? (  ) Yes   (  ) No

Top of Page