Evaluating Online Learning Quality

This blog post will be about evaluating online learning quality. I’ve completed the QOCI Rubric and will discuss the results here, as well as why it’s important to examine and evaluate online learning quality.

For most of the evaluation of the EDU600 course at Ashford, I found that in my opinion, most categories were met.  The first part of instructional design was Structure, and I felt the course did very well. It met the expectations on sequence because I feel that the learning outcomes and goals are structured well so that each module builds on the previous one.  I also felt that the purpose of the learning activities met expectations as they were clearly stated.

The second part of instructional design was the learning goals/objectives/outcomes category.  I felt that the course goals and objectives were clearly stated and went along with what the course description was. The objectives and goals of the course were clearly stated in the course guide and easy to locate.  The module objectives were also listed in the course guide and supported the larger course objectives.  

The next part of instructional design being evaluated was course information.  A course description was provided, so I felt this met expectations. I rated instructor information as developing.  Instructor information was given out multiple times, but if a student was looking for it somewhere on the course, I’m not sure where to find it, and I looked around for the instructor bio.  Materials were provided and supplies and technology needed were clearly stated.

Credit hours I rated as developing because I’m not sure if those are listed in the course anywhere. I know where to find it in Canvas itself, but I’m not sure where to find it in the course somewhere.  The content I rated as exceeds expectations because the modules were clear and concise, and the activities were written out and presented well.  Grading policy, calendar, and technical competencies also met expectations as those are easy enough to find in the course and are clearly identified. Technical requirements I rated as non-existent because I don’t see that listed anywhere if they’re talking about software and/or hardware.

I feel as though all of the categories listed weren’t surprising to me when considering instructional design.  A lot of the categories were basic and would provide instruction so they would have to be listed in a course in order for the student to be successful.  

I think it’s important to use a rubric for evaluating a course, just like we use the grading rubric, because I feel it’s important to know what’s expected of you as the instructor, as well as what’s expected of a student, and a rubric is a good tool to use for that.  If I was designing a course I would find it helpful if a peer evaluated my course to make sure all the pieces were there before releasing it to my students.  It’s always good to have another set of eyes look something over.  A rubric is definitely an objective process because it’s not someone’s opinion of your course, which is subjective.  A rubric is evaluating the pieces that goes into making up a course and they have to make sure all the pieces are there.  It’s not a reflection on the educator personally and that helps a lot.

A piece of advice I would give someone who is new to designing an online course is to take an instructional design class to see what goes into designing a class.  It’s important to know what pieces make up instructional design for the course to be effective.  I would also tell them to have someone look it over once it’s completed to make sure all the pieces are there and thoroughly identified and explained. I would also ask them to perhaps review an online class that’s currently in existence because it would give someone a general idea of what to look for and how a class can be structured.  In my experience, examples are always helpful.

The QOCI Rubric was helpful when evaluating the EDU600 class.  It was good to see what is evaluated when a course is designed and what goes into creating a class to make sure all the pieces are there for the students.