MCCVLC webinar - Online Program Review
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The document discusses various aspects of evaluating online learning programs, including comparing the accreditation process to program reviews, defining distance education and correspondence courses, seeking approval from accrediting bodies for offering online programs, applying quality standards to online course design and teaching, and analyzing metrics like student satisfaction, learning outcomes, completion rates, and employment outcomes. It also provides examples of how to structure an on-campus program review that could inform the online program review process.
MCCVLC webinar - Online Program Review
- 2. Upcoming MCCVLC Webinars • Apr. 12 – Effective Practices for • New Online Student Orientation • Student Support Services • Professional Development • Apr. 19 – Accessibility for Online Learning
- 3. Comparing Program Reviews to Accreditation How does the accreditation process inform our program reviews?
- 4. Definitions • Distance Programs (as per HLC) • Distance-delivered programs are those certificate or degree programs in which 50% or more of the required courses may be taken as distance-delivered courses. • Source: HLC Substantive Change Application
- 5. Definitions • Distance-delivered courses are those in which all or the vast majority (typically 75% or more) of the instruction and interaction occurs via electronic communication, correspondence, or equivalent mechanisms, with the faculty and students physically separated from each other. • Source: HLC Substantive Change Application
- 6. Definitions • Correspondence Education: • 1) Education provided through one or more courses by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor. • Source: HLC Substantive Change Application
- 7. Definitions • Correspondence Education: (cont.) • (2) Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student. • (3) Correspondence courses are typically self- paced. • (4) Correspondence education is not distance education. • Source: HLC Substantive Change Application
- 8. Seeking Approval from HLC Percentage Percentage of Distance-Delivered Offerings Bracket (calculations are based on degree programs, not certificates) 3 Up to 100% of total degree programs 2 Up to 20% of total degree programs Initiation of distance-delivered offerings up to 5% of 1 total degree programs No degree programs or more than four certificate programs (Commission policy does permit the institution to offer 0 up to four certificate programs as well as a limited number of courses leading to degree programs through distance education or correspondence education without seeking prior approval.)
- 9. Initiation with the HLC Initiation occurs and a review is required when the institution: – plans to initiate its first distance education degree program – has initiated four distance education certificates and plans to initiate a fifth • NOTE: Add’l language about correspondence omitted
- 10. Expansion of Distance Education Expansion occurs and a review is required when the institution: – plans to increase its current activity in distance education degree programs (or correspondence) to a higher Percentage Bracket.
- 11. An HLC Review • Comprehensive reviews examine – curriculum, – staffing, – support services, – access to appropriate laboratory and library resources, – and all other facets of quality higher education.
- 12. Interregional Guidelines for the Evaluation of Distance Education (Online Learning) http://xlents.com/2012/02 for links and info
- 13. C-RAC (Council of Regional Accrediting Commissions) The new guidelines have been endorsed by all regional accrediting organizations in the U.S.
- 14. 9 Hallmarks of Quality 1. Appropriate to mission and purposes 2. Part of regular planning and evaluation 3. Incorporated into governance/oversight 4. Curricula are coherent, cohesive, & comparable in academic rigor (to trad) 5. Evaluates effectiveness of online offerings, incl. outcomes achievement
- 15. 9 Hallmarks of Quality 6. Online faculty are appropriately qualified & effectively supported 7. Effective student and academic services for online students 8. Sufficient resources to support and expand online offerings 9. Assures integrity of online offerings
- 16. On-Campus Program Review What is the purpose?
- 17. On-Campus Program Review What is your established practice?
- 19. Glendale – Trend Analysis
- 20. Glendale – Student Learning Outcomes
- 21. Glendale – Parts 3, 4, 5 • 3.0 Evaluation of Previous Goals • 4.0 Action Plan – What is the goal? • Is it reflected in the Academic Master Plan? – What are the SLOs • Core competencies (college-wide) • Program SLOs • Course SLOs – How will it improve student learning? • 5.0 Resource Requests
- 22. Comparing On-Campus to Online Program Reviews In what ways should review of online programs be different?
- 23. A Starting Point • Gather proof that your courses are distance education courses and not correspondence courses. Gather evidence of: – Regular and substantive interaction between the instructor and the student – and not primarily initiated by the student. – Timeline expectations for online students to indicate that they are not self-paced. (Maybe!)
- 24. Comparing Online Program Data • Possible benchmarks: – Similar on-campus programs – Similar online programs – Trend analysis over time – Internally set goals or targets – State or National data (to the extent possible)
- 25. Possibilities to Consider • Course Design Quality • Online Teaching Evaluations (by admin) • Online Course Evaluations (by students) • Assessments of Learning Outcomes – College-wide outcomes – Program outcomes
- 26. 3 Major Components of e-Quality Learning Level Is High Learning Assessment Teaching Level Course Design Is High Meets Standards
- 27. Designing for Interaction V. LEARNER INTERACTION General Review Standard: The effective design of instructor-learner interaction and meaningful learner cooperation is essential to learner motivation, intellectual commitment, and personal development. (From LSC Course Design Rubric) Specific Review Standards Points V.1 The course design provides learning activities to foster instructor-student, content-student, and if 3 appropriate, student-student interaction. V.2 The student requirements for course interaction are clearly articulated. 3 V.3 Clear standards are set for instructor response and availability (turn-around time for email, grades 2 posted, etc.)
- 28. More Possibilities to Consider • Student e-Services Audit (if program specific) • Student Satisfaction Surveys • Course Completion Rate Analyses • Course Success Rate Analyses • Term-to-term Persistence Analyses • Graduation Rate Analyses • Transfer & Placement Rate Analyses
- 30. CENTSS More coming on April 12
- 32. Option 1 - PSOL
- 33. Why PSOL?
- 34. PSOL Basics There are 72 questions that comprise the PSOL. Average completion time is 15 minutes. 26 Priorities statements (can add 10) 7 Information sources about school/program 11 Factors to enroll in the program 3 Overall satisfaction questions 14 Demographics questions (can add 1) NOTE: questions are answered on a 7-point Likert scale, where 7 is high. 34
- 35. The Importance of Importance
- 36. Data Comparisons 36
- 37. 2006 Data A.A. Students are Very Satisfied 6.2 6.0 5.8 5.6 5.4 5.2 5.0 4.8 4.6 Reputation Offerings Library Quality LSC National A.A. Business Other 37
- 38. 5-year Trend Data 38
- 40. Grades Earned 30% LSC Developmental Courses - 2009-2010 25% 20% 15% 10% 5% 0% A B C D F FN W Online On-ground
- 41. Passing Grades in These Courses Passing Grades in Developmental Courses 67.5% 70% 66.8% 65% 62.3% 60.4% 60% 55% 50% C or better D or better 2009-2010 Online On-ground