Design and evaluation of DL-suffix courses at the University of Washington

Transcription

1 Design and evaluation of DL-suffix courses at the University of Washington From the Faculty Council on Educational Outreach, Steven L. Buck, Chair March, 2002 In Autumn 2001, a new category of distance-learning course was approved at the University of Washington. Such courses are designated with a DL suffix, and are treated in all respects like other credit courses offered at UW. Specifically, all DL-suffix courses (hereafter termed just DL courses) must be evaluated and approved through the standard curriculum review process at department, school or college, and university levels. The intent of the present document is to highlight resources and general issues to help guide both those faculty who wish to teach DL courses and those who are involved in their review and approval. Resources Among the many resources devoted to aspects of distance learning courses and programs, we wish to highlight the following. Guidelines a. Catalyst and UW Educational Outreach (UWEO) have jointly created a well-focused but comprehensive set of web sites that identify and explore issues related to the creation and implementation of distance learning courses. Entry is via b. The UW Distance-Learning Course Designers Group has created a list of guidelines highlighting key issues in to be addressed in the design of courses to be offered via distance learning. The entire list is reproduced in Appendix 1. c. The UW Library system contains scores of recent books devoted to various aspects of the design, implementation, and evaluation of distance-learning courses. These can be found via the library catalog. d. We have compiled a list of reports, articles, and brief publications related to distance learning that are available on-line from sources outside the UW system. These are listed in Appendix 2 and can all be downloaded by means of a web browser from the indicated URL addresses. e. There are various modes of delivery of course content that are grouped under the broad label of distance learning. A given course may use a mix of delivery modes, including a classroom-based component. Appendix 3 reproduces the current list of delivery modes and criteria for reporting distance-learning formats established by the state Higher Education Coordinating Board. Traditional classroom and distance-learning courses share many issues and dimensions that should be considered during course design and approval review. Some of these are reflected on the existing UW Course Approval forms and/or on the attached list of distance-learning issues

2 shown in Appendix 1. We would like to draw particular attention here to issues on which distance-learning courses may require different strategies and solutions from those adopted for classroom-based courses. These are by no means the only issues that should be considered in design and evaluation of DL courses. The Catalyst/UWEO web site is particularly useful to gain an initial understanding of details of these issues. The resources cited in Appendix 2 and those available from the UW library system can provide a deeper understanding. The wording of these issues is taken in part from the material of Appendix 1 provided by the UW Distance-Learning Course Designers Group. 1. What is the intended audience for the course: matriculated students only or mixed matriculated and non-matriculated? 2. What are the goals for this DL course? Why offer it in DL format? 3. How does this course support the academic mission of the offering unit? If this course satisfies program requirements within the unit, what are those requirements and what are the non-dl alternatives for satisfying those requirements? 4. What technologies will be used in the course? What is the rationale for using them? What support is available for these technologies? [The choice of technology should fit the material and objectives of the course and be accessible to the target audience.] 5. What other resources and infrastructure are needed to support the class, instructor, and students? These may include libraries, advising, exam proctoring, and instructor training. How will the intended audience of the course gain access to these resources? 6. How will students receive feedback and achieve learning goals? How do you plan to respond to student questions, assignments, and exams? What do you expect the response time to be? 7. How will student interaction with the instructor and other students be sufficient to meet learning objectives? [Potential for interaction between students and the instructor and other students should be maximized.] 8. a. For DL courses with existing classroom versions: How does the content of the DL course match the content of the onsite course? [All versions of same-numbered courses must accomplish the same educational goals. The syllabi for both courses should be provided for review.] b. For DL courses without existing classroom versions: How did you determine the number of credits for the course? 9. What is the maximum time for completion of the course? What is the minimum time into which the course can fit? Could this course be offered on the standard 10-week quarter calendar without sacrificing content or student learning? Indicate the maximum enrollment per instructor.

3 10. What is the instructor s preparation and training for teaching with the specified technology (e.g., online, interactive video, etc.)? 11. What are the safeguards for academic honesty? Appendix 1 UW Distance-Learning Course Designers Group Distance Learning Guidelines Course Content Describe how the content of the online course matches the content of the onsite course. Course Design Describe the course objectives, lessons/modules, lesson objectives and types of activities in the course. Describe the instructional design strategy for the class. Identify the technologies in the course, the rationale for using the selected technologies and the support available for the technologies. Describe how students receive feedback and achieve learning goals. Describe how student interaction with the instructor and other students will be sufficient to meet learning objectives. Indicate the maximum enrollment per instructor. Course Revision/Updates Describe the process and frequency for course revisions and updates. Faculty Training Describe the faculty preparation for teaching online. Evaluation Describe exit requirements, including exams, projects and assignments. Describe the plan to respond to student questions and exit requirements (1 day, 3 days)? Describe your grading practices.

4 Describe safeguards for academic honesty. Describe the evaluation of the class, including assessment of the course materials, instructors, technologies and student support. Student, Faculty and Course Support Infrastructure Describe the systems that will help support the class, instructor and the student. Libraries Learning Management System Online bookstore Online advising Technical assistance Student policies for online courses Registration, grading, etc. Exam proctoring New Courses Only How do you assess the number of credits for the activity? Degree Program Only Provide material on market/audience need. Provide material on audience willingness and/or need for an online format. Do the online courses have a basic instructional design and support consistency?

5 Appendix 2 On-Line Resources On Distance Learning Guidelines And Practices Brief overview reports of publications and new developments in distance learning. Short and very informative about the national distance learning scene. "Distance learning in higher education, update." Institute for Higher Education Policy, [ "Distance learning in higher education, CHEA update #2." Institute for Higher Education Policy, [no pdf, view text at 2.cfm} "Distance learning in higher education, CHEA update #3." Institute for Higher Education Policy, [no pdf, view text at 3.cfm] Guidelines and best practices for distance-learning courses and programs "Quality on the line: benchmarks for success in internet-based distance education." Institute for Higher Education Policy, [ Ragan (1999). Good teaching is good teaching: an emerging set of guiding principles and practices for the design and development of distance education. Cause/Effect, 22 [ "Teaching at an internet distance: the pedagogy of online teaching and learning." The report of a University of Illinois Faculty Seminar. [ "What's the difference? A review of contemporary research on the effectiveness of distance learning in higher education." Institute for Higher Education Policy, [ "Best Practices for Electronically offered degree and certificate programs". Western Cooperative for Educational Telecommunications, 2000? [ Distance Education, Guidelines for Good Practice. American Federation of Teachers, [ D.S. recommends Quality Assurance for Whom? Providers and Consumers in Today s Distributed Learning Environment. The Pew Learning and Technology Program, [ D.S. recommends

6 Best Practices in Distance Education. U. Guelph Open Learning, [ D.S. recommends Issues associated with distance learning Burbules & Callister (2000). "Universities in transition: the promise and challenge of new technologies." Teachers College Review, 102, [ 2/ /art00056/E7D62AEE5797C5A C249BBC3D7A0F3AF.pdf?link=http %3A%2F%2Fwww.ingenta.com%3A80%2Fisis%2Ftracking%2FDeliveryError%2Fingenta%3F WebLogicSession-isis%3DO9m2Y3Nj1EJ0nwfYEBs3%7C %2F %2F6%2F7051%2F7051%2F7052%2F7052%2F7051%2F- 1%7C &format=.pdf] "Student aid for distance learners: charting a new course." Institute for Higher Education Policy, [ "Funding the infra-structure: a guide to financing technology infrastructure in higher education." Institute for Higher Education Policy, [ "The Virtual University & Issues of Equity and Access for the Next Generation Educational Opportunity." The College Board, [

7 Appendix 3 PCHEES III HEER & MIS DISTANCE LEARNING Mandated Function It is a legislative mandate per the budget proviso in 1999 ESSB 5180, Section 129 (4) that the Office of Financial Management (OFM) in collaboration with institutions of higher education, the Higher Education Coordinating Board, and State Board of Community and Technical Colleges (SBCTC), shall modify state information systems (i.e., Public Central Higher Education Enrollment System (PCHEES) for four-year system and Management Information System (MIS) for two-year system) to provide consistent data on students engaged in distance learning. Higher education institutions shall provide enrollment information in support of this effort. Reporting on the number and categories of students enrolled in distance learning by class and course level and institutions shall begin by Fall term OFM in collaboration with concerned parties will, for a start, provide distance learning enrollment reports in the four-year public institution Higher Education Enrollment Report (HEER) and MIS formats accordingly. I. DEFINITIONS A distance learning course is defined as: 1. An academic course where teachers and students are physically separated for a predominant (51% or more) amount of the instructional contact hours and the instruction is delivered predominantly through one of the delivery modes listed below for two and four year higher education institutions. 2. An academic course whose content has been designed to increase and assess student knowledge or skills that pertain to at least one (or a fraction of one) credit that is applicable to a degree or certificate requirements. II. CODES USED FOR DISTANCE LEARNING COURSES: PCHEE S/MIS Delivery Mode Code 10 Pre-Recorded (do not include Internet courses): Courses delivered through pre-recorded media including videotapes or audiocassettes, CD ROM, or other storage devices. They include telecourses and computer based (CBT) instructional packages. 20 Correspondence (Print): Correspondence courses are individualized, self paced studies, traditionally print based and conducted by mail. (See IV. Reporting below for the reporting of correspondence course enrollment.) 30 Internet: Courses delivered over the Internet and its application to link faculty and students.

8 40 Interactive Television Technologies (do not include Internet courses): Courses which use K-20 or interactive video conferencing tools. Teleclasses are courses characterized by their live interactive qualities which use interactive video technologies for distance learning instruction no matter what transport mechanism is used. 50 Broadcast (do not include Internet courses): Courses characterized by broadcast delivery technology that may use combinations of satellite or cable TV to reach learners. These courses differ from Interactive Television Technologies because the interaction is only one way.