Abstract

Results of studies of distance learning courses indicate that interactive qualities seem to be a major factor in determining course quality as reflected in student performance, grades, and course satisfaction. That is, the more interactive the course, the more effective it is. However, the field reflects considerable disagreement on what these interactive qualities are and how they should be assessed. This paper offers a rubric to help instructors begin to identify and self-assess these qualities in ways that assist them in improving their distance courses. Included in this paper are: an explanation of rubrics and their uses; a review of literature related to interactive qualities that led to identifying elements for the rubric; a discussion of methods used to gather feedback and revise the interactive qualities rubric draft; and a copy of the revised rubric itself.

Citation

Roblyer, M.D. & Ekhaml, L. (2001). A Rubric for Assessing the Interactive Qualities of Distance Learning Courses: Results from Faculty and Student Feedback. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 2925-2930). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved June 19, 2019 from https://www.learntechlib.org/primary/p/17306/.

Keywords

• Interaction