Measuring the quality of a b-learning environment is critical to determine the success of a b-learning course. Several initiatives have been recently conducted in Europe on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. Within this work we analyzed the elements related to the programme and course design in order to get a detailed view of this perspective. As a result of this research, the following elements arose in the quality analysis of the program and course Design: Learning Methods, Motivation/Participation, Learning Objectives, Curriculum, Learner Center Activities and Collaborative Learning, Learning Materials, Learning Process and eTutoring and Assessment and Test. In this article we present the main elements that should be taken into account when evaluating the programme and design of a blended learning course.
Z Score,T Score, Percential Rank and Box Plot Graph
Cafvir2013
1. IV Congreso Internacional sobre Calidad y
Accesibilidad de la Formación Virtual
(CAFVIR 2013)
EVALUATING THE QUALITY OF
LEARNING DESIGN OF AN
ONLINE COURSES
Paula Peres, Luis Lima , Vanda Lima
Polytechnic of Porto - eIPP / ISCAP
Polytechnic of Porto - eIPP / ESTGF - CIICESI
pperes@iscap.ipp.pt, {llima, vlima}@estgf.ipp.pt
Lisboa - 17 a 19 de Abril de 2013
2. IV Congreso Internacional sobre Calidad y
Accesibilidad de la Formación Virtual
(CAFVIR 2013)
e-Learning has
become
widely used
Quality???
4. 1. ECBCheck - EFQUEL
European Foundation for Quality in e-Learning
Institutional • A – General description, Objectives of the programme;
Aspects Organizational and technical requirements
Quality Evaluation Models
Target
Audience • B- Target Group Orientation
Quality of
• C - Quality of the Contents
Contents
Program and • D – Learning Design and Methodology; Motivation/Participation; Learning Materials;
course Design eTutoring; Collaborative Learning; Assignments & Learning Progress; Assessment & Test
Media Design • E - Media Design
Technology • F - Technology
Evaluation and
• G - Evaluation & Review
Review http://efquel.org/
5. 2. SEEQUEL
Sustainable Environment for the Evaluation of Quality in e-learning
Institutional
Aspects • C - Learning Contexts
Quality Evaluation Models
Target
Audience • C - Learning Contexts
Quality of
• A – Learning Resources
Contents
Program and
• B – Learning Process
course Design
Media Design • A – Learning Resources
Technology • A – Learning Resources
Evaluation and
http://www.menon.org/wp-content/uploads/2012/11/SEEQUEL-eLearners-user-guide1.pdf
Review
6. 3. E-xcellence
Institutional
Aspects • A – Strategic Management
Target Quality Evaluation Models
Audience • E – Staff support
Quality of
Contents
Program and
• B – Curriculum Design; C- Course Design; F – Student Support
course Design
Media Design • A – Learning Resources
Technology • D – Course Delivery
Evaluation and http://e-xcellencelabel.eadtu.eu/
Review
7. 4. IHEP – Quality on the Line
Institute for Higher Education Policy
Institutional
Aspects • A – Institutional Support; F – Faculty Support
Quality Evaluation Models
Target
Audience • E – Staff support
Quality of
Contents
Program and
• B – Course Development; C- Teaching/Learning Process; D – Course Structure; E-
course Design
Student support
Media Design
Technology
Evaluation and
• G – Evaluation and Assessment
Review
http://www.ihep.org/assets/files/publications/m-r/QualityOnTheLine.pdf
8. 5. QM – Quality Matters
Institutional
Aspects • A – Course Overview and Introduction
Target Quality Evaluation Models
Audience
Quality of • D – Instructional Materials
Contents
Program and
• B – Learning Objectives; C – Assessment and measurements, E – Learners Interactions
course Design
and engagement; G – Learners Support
Media Design
Technology • F – Course Technology; H - Accessibility
Evaluation and
Review http://www.qmprogram.org/about
9. 6. ODLQC
Open & Distance Learning Quality Council
Institutional
Aspects • D – Selling; E- Provider; F – Collaborative provision
Quality Evaluation Models
Target
Audience
Quality of • B - Resources
Contents
Program and
• A – Outcomes; C - Support
course Design
Media Design
Technology http://odlqc.org.uk/
Evaluation and
Review
10. Evaluation online courses: Framework
Institutional
Aspects
Target
Audience Learning
Methods Curriculum
Quality of
Contents
Motivation Learner Learning
Program and Center Process &
course Design Participation Activities Tutoring
Media Design
Learning Learning Assessement
Objectives Materials & Test
Technology
Evaluation and
Review
11. Program and
course Design
A. Learning Methods
Learning
Methods Curriculum
Quality Evaluation Models
Learner Learning
• Blended Methods
Motivation
Center Process &
Participation Activities Tutoring • Standards for reuse development, design and delivery
• Faculty teams with peer review process.
Learning Learning Assessement
Objectives Materials & Test
• Revisions of learning outcomes
• Provide students with clear picture of what will be involved
12. Program and
course Design
B. Motivation/Participation
Learning
Methods Curriculum
Quality Evaluation Models
Motivation Learner Learning
Participation Center Process & • Self-motivation and commitment to learn at distance
Activities Tutoring
• Learning methodology should motivate learners
Learning Learning Assessment &
Objetives Materials Test
13. Program and
course Design
C. Learning Objectives
Learning
Methods Curriculum
Quality Evaluation Models
Learner Learning
Motivation
Center Process &
• Learning outcomes should be clearly defined and aligned
Participation
Activities Tutoring with course objectives
• Objectives are measurable and written from the students’
Learning Learning Assessment & perspective
Objectives Materials Test
• Reason for each component in b-learning
• Objectives should be appropriately designed for the level of the course
• Students should have instruction on how to meet them
• The results of the learning are agreed between the staff and learners
14. Program and
course Design
D. Curriculum
Learning
Methods Curriculum
Quality Evaluation Models
Motivation Learner Learning • Self-contained segments (modules)
Participation Center Process &
Activities Tutoring
• The modules should be aligned with learning objectives
• Logical sequence, progressively on each other module
Learning Learning Assessment &
Objectives Materials Test
• Lengths determined by the complexity of the LO
• Clear understanding of all components and structure of the course
• The contribution of e-learning components
• Well-organized and easy to navigate
• Personalization for individual learning styles and a flexible path for the learner
• All information (e.g written)
15. Program and
course Design
E. Learner Center Activities
Learning
Methods Curriculum
Quality Evaluation Models
Learner Learning • Development of competencies
Motivation
Participation Center Process &
Activities Tutoring
• Multiple activities
• Social and collaborative activities
Learning Learning Assessment &
Objectives Materials Test
• Relevant to professional practice
• Active learning and interaction clearly articulated
• Consistent structure and face learning styles
• Time to develop
• Accessibility
16. Program and
course Design
F. Learning Materials
Learning
Methods Curriculum
Quality Evaluation Models
• Elements to guide learners in achieving the learning objectives
Motivation Learner Learning
Participation Center Process &
Activities Tutoring • Library resources
• Supplemental course information
Learning Learning Assessment &
Objectives Materials Test • Students should be provided with hands-on training and
information
• Glossary
• Distinction between compulsory and recommended materials
• The bibliography should be commented
• Periodically reviewed
17. Program and
course Design
G. Learning Process & Tutoring
Learning
Methods Curriculum
Quality Evaluation Models
• Tutor should provide guidance
Motivation Learner
Center
Learning
Process &
• Feedback
Participation
Activities Tutoring
• Tutors knowledge
Learning Learning Assessment & • Predefined tutoring skills
Objectives Materials Test
• Learning pace
• Timeframe
• Interaction and communication
• Learning Styles
• Different perspectives
• Methods of effective research, including assessment of resource validity
18. Program and
course Design
H. Assessment & Test
Learning
Methods Curriculum
Quality Evaluation Models
• Formative and summative
Motivation Learner Learning • Clearly formulated and adequately explained to learners
Participatio Center Process &
n Activities Tutoring
• Regular analytical feedback
• Timely and appropriate activities to assess
Learning Learning Assessment &
Objectives Materials Test
• Mechanism to identify low performance
• Different approaches (self-evaluation; peer review)
• Aligned with the learning objectives
• To store and organize evidence
• Improve the teaching/learning process
• Measure to what extent informal learning meets the expected objectives and outcomes.
19. IV Congreso Internacional sobre Calidad y
Accesibilidad de la Formación Virtual
(CAFVIR 2013)
Program and
course Design
Learning methods
Motivation/Participation
Learning Objectives
Curriculum
Learner Center Activities and collaborative learning
Learning Materials
Learning process and eTutoring
Assessment & Test
20. IV Congreso Internacional sobre Calidad y
Accesibilidad de la Formación Virtual
(CAFVIR 2013)
Institutional
Aspects
Target
Audience Learning
Methods Curriculum
Quality of
Contents
Motivation Learner Learning
Program and Center Process &
course Design Participation Activities Tutoring
Media Design
Learning Learning Assessement
Objectives Materials & Test
Technology
Evaluation and
Review
21. IV Congreso Internacional sobre Calidad y
Accesibilidad de la Formación Virtual
(CAFVIR 2013)
EVALUATING THE QUALITY OF
LEARNING DESIGN OF AN
ONLINE COURSES
Paula Peres, Luis Lima , Vanda Lima
Polytechnic of Porto - eIPP / ISCAP
Polytechnic of Porto - eIPP / ESTGF - CIICESI
pperes@iscap.ipp.pt, {llima, vlima}@estgf.ipp.pt
Lisboa - 17 a 19 de Abril de 2013