Assessing the Pedagogical and Technological Quality of Online Courses
Gwendolyn Smith, Jeffrey Kromrey, Ann Barron, Lou Carey, Kristine Hogarty, Melinda Hess, University of South Florida, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Standards to measure the quality of online courses become imperative as this instructional format continues to infuse global learning environments. This study describes the development and implementation of an evaluation system applied to newly created Masters level online programs at a major metropolitan research university. A systematic approach to evaluation provided formative feedback on the processes and products of course development. Instructional Design Plans, Statements of Work, and course syllabi were synthesized with data gleaned from interviews with instructors and designers, and with instructor and student surveys. A comprehensive system for evaluating, verifying, and contrasting inferences related to pedagogical and technological qualities is presented through the lens of a case study of a newly developed and delivered online course.
Smith, G., Kromrey, J., Barron, A., Carey, L., Hogarty, K. & Hess, M. (2004). Assessing the Pedagogical and Technological Quality of Online Courses. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 1047-1054). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).