Online Course Evaluation Project

For the course evaluation and quality of course exercise I used the Online Course Construction and Evaluation Rubric

presented Benchmarking Quality Online Teaching and Learning: A Rubric for Course Construction and Evaluation.

Initially I used two courses from the list of courses provided one a free course and the other a MOOC in hopes to

compare two vastly different online learning experiences. What I found is that they were not that dissimilar. Because

they were both open and free neither was supported by direct instructor facilitation or mediation. In both cases I found

this to be most significant shortcoming. Dawley (2007) emphasizes engagement is a critical component to keeping

students online and learning. As a result, I chose then to further my investigation by evaluating a fully credited course

within EDTECH. The evaluations speak for themselves especially in terms of course design, interaction and

communication. The most significant conclusion was that while the courses were all well-structured the for-credit

course utilized technology for communication and instructional media far better than the free courses.

Based on the findings of my observation I would state that the minimum evaluation criteria would be the overall

structure of the course, the actual content presented with respect to accuracy and relevance, learning objectives,

assessments and interpersonal interactions both instructor-to-student as well as student-to-student. Especially in an

online learning environment learners

By evaluating several different courses I have a greater respect for the effort that must be placed on creating a course

that is easy to navigate with sequentially segmented content. The learning objective should be clearly stated and every

effort should be made to provide content to achieve the objectives. The appearance should be pleasing and readable. I

have also learned that every opportunity should be made to provide a variety of media to address diverse learning styles

and provide alternate illustrations or explanations to meet learning objectives. Communication is also crucial. The

evaluations illustrated that the courses that provide for communication for both instructor-to-student and student-to-

student scored higher overall course quality ratings.

I firmly believe that this activity will influence the design and development strategy for my online course. I have seen

firsthand how each of these seemingly independent categories can affect the overall effectiveness of an online course

experience. Even though a course is well structured or included well-meaning assignments and activities without the

ability to communicate with other learners or an instructor about their experiences the courses quality is considered

lacking in terms of evaluation. I have also been made aware through previous readings that the first experience a

learner has using online courses can influence their tendency to participate in subsequent online learning experiences.

References:

Ternus, M. P., Palmer, K. L., & Faulk, D. R. (2007). Benchmarking Quality in Online Teaching and Learning: A Rubric for

Course Construction and Evaluation. The Journal of Effective Teaching, 7(2), 51-67.

Dawley, L. (2007). The Tools for Successful Online Teaching. Hershey, PA: Information Science Publishing.

Illinois Online Network: Initiatives. (n.d.). Retrieved September 8, 2013, from http://www.ion.uillinois.edu/initiatives/qoci/categories.asp

Ko, S., & Rossen, S. (2010). Teaching Online A Practicle Guide. New York, NY: Routledge.

http://www.ion.uillinois.edu/initiatives/qoci/categories.asp

Course Evaluation Rubric: Phrontistery – Tech Tools 3.0

Ternus, M. P., Palmer, K. L., & Faulk, D. R. (2007). Benchmarking Quality in Online Teaching and Learning: A Rubric for Course Construction and Evaluation. The Journal of Effective Teaching, 7(2), 51-67.

Page 1

Structure – Context/Organization/Environment

Element

0 1 2 3 Score Comment

Course Design

Framework

No framework for

guiding student

throughout the

course, navigation to

course areas is not

apparent

Limited

framework is

apparent – the

home page

includes

beginnings of

navigation to

course area

The framework for

course delivery is

apparent and

includes limited

guidance for

navigation

throughout the

course

Framework for

delivery is apparent

The home page is

designed to ensure

ease of navigation

throughout the

course

3

A definite framework exists to guide and direct student navigation throughout the course.

Course Design

– Segmenting of

Content, i.e.,

Learning Units

or Learning

Module

No modules/course

segments exist for

content, only

assignments are

listed

Several course

modules exist, but

progression

between course

modules/

information

segments is not

apparent

Course modules

are self-contained

and progression is

less apparent and

not based on

learning objective

Course modules are

self-contained and

have varying lengths

depending on the

learning objectives,

with apparent

progression to

facilitate learning

3

Appearance of

Material

Poor color choice –

harsh to

eyes/difficult to read

Icons are “busy” and

not uniform in style

and appearance

Color scheme

minimal

Minimal

uniformity of icon

style

Color scheme is

acceptable

Icons are

acceptable in

uniformity of style

Appearance is

appealing/

easy to read

Appropriate color

choice that is easy

on the eyes

All icons are

uniform in style and

color

2



Page 2

Element


Scrolling Within

the Course or

Within

Document

Requires extensive

scrolling to find

information within

frames

Framed

information

somewhat

lengthy, requires

more than

minimal scroll

Information is

appropriately

framed with more

than minimal

scrolling require

Information is

appropriately framed

with minimal

scrolling require

3

Assignment

Navigation

Assignments within

the course are

difficult to find

Assignments

within the course

are found with

minimal

searching

Assignments are

easily found within

the course

Assignments are

easily discernible

within the course

A site map is

available

2

Accessibility There is no evidence

that students with

disabilities are

accommodated in

this course

Minimal efforts

are obvious

related to

accommodation

of students with

disabilities

Limited

accommodations

are evident with

some obvious

alternative delivery

methods

Accommodations to

students with

disabilities are

evident and


methods are

available

0

Variety of

Assessments

- Assignments

- Discussions

- Quizzes

- Survey

No variety in

assessments is

evident

Instructions for

assessments are

minimal and unclear

At least two types

of assessments are

evident

Instructions are

provided, but are

confusing

At least two types

of assessments are

evident

Instructions are

provided, but are

confusing

At least three types

of assessments are

evident

Clear and concise

instructions are

provided

0

While the instructions for the assessments are clear only one assessment is available.



Page 3

Element


Use of Online

Gradebook

Online gradebook is

not used

Partial use of

online gradebook;

only some of the

assessments are

reflected in the

gradebook

All assessments are

reflected in the

gradebook, but

only some grades

are posted

Online gradebook is

fully used

All of the

assessments are

reflected in the

gradebook and all

grades are post

0

Learning

Resources

No learning

resources are posted

Learning

resources are

minimal

Learning resources

exist in different

areas but are not

clearly articulated

and links may or

may not be act

Learning resources

and links are

comprehensive,

clearly articulated,

and current/active

3

Appearance of

Learner

Support/

Feedback

- Feedback

Methods

Communication

methods with the

students are not

evident

Communication

methods exist but

are not well use

Communication

methods with the

students exist and

are used more than

50% of the time

Communication

methods with the

students are

comprehensive via

accessibility to email

and discussions

0

A discussion forum is indicated however the ability to enroll to activate discussion participation could not be located.

Context for

Learning

Community

where students

interact with one

another and the

instructor

- Discussions

- Chat Rooms

- Virtual Class

No evidence of the

establishment of a

learning community

Learning

community is

established via at

least two

discussion

Learning

community is

established via at

least three

discussions

Learning community

is established via

regular discussions

and virtual

classes/chats

0



Page 4

Element


Use of

Technology/

Course Tools,

(i.e., Email,

Asynchronous

Discussions,

Synchronous Chat

Rooms/

Virtual Classes,

Calendar,

Gradebook,

External Links,

Quizzes/Surveys,

Group Areas,

Student Home

Pages and

Presentations,

etc.)

Only one to two

course tools are

used in course

delivery

Only three course

tools are used in

course delivery

Only four or five

course tools are

used in course

delivery

More than five

course tools are used

in course delivery

2

Use of

Instructional

Media

(i.e.

Media

Presentations,

Animated/

Voiceover

Presentations,

Learning

Modules, Notes,

Streaming Video,

Internet Links,

Case Studies,

Only one to two

varieties of

instructional media

are used in course

delivery

Only three

varieties of

instructional

media are used in

course delivery

Only four or five

varieties of

instructional media

are used in course

delivery

More than five

varieties of

instructional media

are used in course

delivery

2

STRUCTURE TOTAL SCORE 20/39



Page 5


Comments related to structure and the development of a collaborative learning environment:

This course evaluation rated a score of 20 out of 39 points. Overall the content was presented clearly. The learner was able to accomplish the learning objectives within each unit using eh instructional media provided. The discussion forum and communicating with faculty and other students was probably the greatest drawback. Even after registering with email and password there was no indication of how to access an enrollment key. Assessments were strictly limited to whether or not the learner could adequately accomplish the end of unit tasks.



Page 6

Content – Presentation of Information

Element


Content of

Learning

Modules or

Content of

Learning

Segment

No learning

modules/units in

course

Content in

modules/units is

inconsistent

Lacks relevant

material related to

learning objectives

and material is not

current (resources

used > 5 years)

Does not have an

introduction or a

summary/

conclusion

Limited

consistency from

module to module

Resources current

and information

relevant to learning

objectives

Only an

introduction or

summary/

conclusion is

included

Modules/units are

designed and

presented

in a uniform and

consistent manner

Resources are current

(< 5 years) and

information is relevant

to learning objectives

Information presented

is manageable with

both an introduction

and a conclusion

3

Discussions

- Synchronous

- Asynchronous

No new

information is

presented or ideas

previously stated

are not reinforced

in either

asynchronous or

synchronous

discussions/

interaction

Faculty reinforces

student ideas and

student-presented

information during

asynchronous or

synchronous

discussions/

interaction

Faculty adds

limited new

information during

asynchronous

and/or synchronous

discussions or

interactions with

students

Faculty adds to the

body of knowledge

and

information presented

during asynchronous

and/or synchronous

discussions or

interactions with

student

0


Links

No links to Web-

based information

are added to the

learning modules

or to the course

Minimal links are

apparent in either

the learning

modules/units or

the course; some

are irrelevant

An appropriate

number of relevant

links add to the

learning experience

An appropriate

number

of credible and

relevant

selected links add to

the learning

experience

3



Page 7

Element


Course and

Unit Learning

Objective

Learning

objectives/goals are

not identified

Learning


identified but are

not always

measurable,

behavioral, or

appropriate in

number for the

content and time of

the course

Measurable,

behavioral learning

objectives/goals or

unit objectives are

identified for the

course, and at least

one learning

objective engages

the learner in

activities of

analysis and

synthesis

Measurable, behavioral

learning

objectives/goals or unit

objectives are

identified in the

introduction to the

course and the number

is appropriate for the

content and time for

the course

More than one learning

objective engage the

learner in activities of

analysis, synthesis, and

evaluation

2

Course

Assignments,

Readings,

Activities

and/or Projects

Assignments,

activities, readings,

and/or projects

within the course

are not related to

learning objective

Assignments,


and/or projects

within the course

can be related to

the learning

objectives

Assignments,


and/or projects

within the course

have a discussion

of the purpose of

the assignment

related to learning

objectives

Assignments,


and/or projects within

the course have a

discussion of the

purpose of the

assignment related to

learning objectives and

are appropriate and

manageable

2

Writing Style

(Syntax,

Grammar,

Punctuation &

Flow)

Course contains

grammatical and

sentence structural

errors

Numerous typing

errors are present

Basic principles of

grammar and

sentence structure

are present

Numerous typing

errors are present

Information within

the course follows

principles of

grammar and

sentence structure,

and has few typing

errors

Information within the

course follows

principles of grammar

and sentence structure,

and is without typing

errors

2



Page 8

Element


Multimedia

(Photos,

Images, Video,

Audio, etc.)

and Metaphors

Within the

Context of the

Content and

Learning

Experience

Multimedia and

metaphor not used

in the presentation

of course content

Minimal use of

multimedia and

metaphor in the

presentation of

course content

Multimedia used

throughout the

course with limited

use of metaphor

OR

A progressive

metaphor was

developed

throughout the

course, with a

limited use of

multimedia to

illustrate course

content

Multimedia used

throughout the course

along with a

developed

metaphor that reflects

a

progression of course

content

2

Knowledge

Limited expertise

evident in

presentation of

content

Inconsistent

expertise in content

area evident in

presentation of

knowledge

Expertise in

content area

evident in

presentation of

knowledge

throughout the

course

Expertise in content

area evident in

presentation of

knowledge and in

interactions with

students

2

CONTENT TOTAL SCORE 16/24



Page 9

Content – Presentation of Inform

Comments related to content and the development of a collaborative learning environment:

This course evaluation rated a score of 16 out of 24 points. The content of the units is solid. The links and multimedia used to support the learning objectives were credible, current and useful. The biggest drawback was the singularity of the materials; there were few options for varied learning styles or further research.



Page 10

Element


Interpersonal

Interactions

Faculty–Student

Student–Student

No evidence of

interactions student-

to-student and

student-to-faculty

Minimal

interactions are

evident in either

student-to-student

or student-to-

faculty exchange

Both student-to-

student and

student-to-faculty

interactions are

present, but

exchange of

information and

generation of ideas

are superficial

Dynamic and

thoughtful

interactions are

evident in student-

to-student and

student-to-faculty

interactions, adding

to a quality learning

experience

2


Access to

Faculty

(Office Hour

No office hours are

posted

Office hours are

posted

Office hours are

posted for both

phone, face-to-

face, and virtual

times

Times vary to

accommodate a

variety of work

schedules

Office hours are

posted for both

phone, face-to-face,

and virtual times

Times vary to

accommodate a

variety of work

schedules

Schedule of office

hours increases

frequency prior to

due dates of major

course requirement

0



Page 11

Element


Assessment

of Learning

Styles

No assessment of

learning styles is

available

Some information

is provided about

skills and

personality

required for

online learning

Specific

information is

provided about

skills and

personality

required for

successful course

completion

Specific information

about skills and

personality required

for completion of

the course is

presented

Self-assessment

tools are available

for the learner, and

feedback

information

regarding potential

success with online

courses is provided

0

Instructor and

Learner

Responsibilities

& Guidelines for

Online Learning

No guidelines are

established for the

learner related to

learner and

instructor

responsibilities

Only guidelines

related to learner

and instructor

responsibilities

are evident

Some guidelines

exist that establish

learner and

instructor

responsibilities,

online

communication,

and/or techniques

to support the

online learner; but

guidelines are

confusing

Clear guidelines are

established for the

learner that include

learner and

instructor

responsibilities,

online

communication/

netiquette, and

techniques to

support the online

learner

0

PROCESS TOTAL SCORE 2/12



Page 12

Processes – Human Aspects, Relationships, Interactions, and Quality


This course evaluation rated a score of 2 out of 12 points. From a Human perspective this course is lacking. While the technical content is relevant and achievable there is no variable for adapting to learning styles much less a discussion about varieties. The course contains very little human interaction which could be perfect some learners while disastrous for others.



Page 13

Element


Student Work

Reflects

Mastery of

Course

Objective

Student work reflects

basic achievement of

course objectives

Student work

reflects average

understanding and

achievement of

course objectives

Student work

demonstrates above

average

understanding and

achievement of

course objectives

Student work

demonstrates

mastery of course

content and course

objectives

1

While the unit objectives can be accomplished there is not fortification of the concepts.

Student Work

Reflects

Analysis,

Synthesis, and

Evaluation


basic knowledge,

identification, or

understanding

Student work

reflects

knowledge and

some work

reflects analysis

of information

Student work

demonstrates

complexity with

the majority of

assignments below

analysis, synthesis,

or evaluation

Student work

demonstrates

progression of

complexity from

knowledge to the

level of analysis,

synthesis, or

evaluation for major

assignments

1

While the unit objectives can be accomplished there is not fortification of the concepts.

Online Course

Evaluation

No student evaluation

is requested for the

course

Student online

evaluation input

is requested at the

end of the course

Student online

evaluation input is

requested at the

midpoint and end

of the course

Student online

evaluation input is

requested at the

midpoint, end of the

course, and after

major assignments

are turned in

0

Learner

satisfaction

with the online

learning

experience

No rating scale for

learner satisfaction

Majority of the

learners rate the

learning

experience as not

very satisfying

Majority of the

learners rate the

learning experience

as satisfying

Majority of the

learners rate the

learning experience

as highly satisfy

0

OUTCOMES TOTAL SCORE 2/12



Page 14

Outcomes


This course evaluation rated a score of 2 out of 12 points. The objective can be accomplished by “following the bouncing ball” however there is no summative evaluation to reinforce the concepts have been fully understood.

Overall Course

Comments related to overall course:

This course evaluation rated a score of 40 out of 87 points.

Overall the course will accomplish the basic goal of familiarizing teachers with Web 3.0 Tools and give them a basic sense of self-gratification when once they have illustrated at least to themselves that they can use them. I believe with a small amount to work placed adding some of the missing components this course could be very good course.

Course Evaluation Rubric: Open Learning Initiative – Argument Diagramming (Open + Free)


Page 1


Element


Course Design

Framework

No framework for

guiding student

throughout the


course areas is not

apparent

Limited

framework is

apparent – the

home page

includes

beginnings of

navigation to

course area

The framework for

course delivery is

apparent and

includes limited

guidance for

navigation

throughout the

course

Framework for


The home page is

designed to ensure

ease of navigation

throughout the

course

3

A definite framework exists to guide and direct student navigation throughout the course.

Course Design

– Segmenting of

Content, i.e.,

Learning Units

or Learning

Module

No modules/course

segments exist for

content, only

assignments are

listed

Several course

modules exist, but

progression

between course

modules/

information

segments is not

apparent

Course modules

are self-contained

and progression is

less apparent and

not based on

learning objective

Course modules are

self-contained and


depending on the


with apparent

progression to

facilitate learning

3

Learning objectives are clearly defined within each module.

Appearance of

Material


harsh to




and appearance

Color scheme

minimal

Minimal

uniformity of icon

style

Color scheme is

acceptable

Icons are

acceptable in

uniformity of st

Appearance is

appealing/

easy to read

Appropriate color

choice that is easy

on the eyes

All icons are


color

3

Colors are soft and appealing. Icons, navigation bar, and course controls are clear and consistent.



Page 2

Element


Scrolling Within

the Course or

Within

Document

Requires extensive

scrolling to find

information within

frames

Framed

information

somewhat

lengthy, requires

more than

minimal scroll

Information is

appropriately

framed with more

than minimal

scrolling require

Information is


with minimal

scrolling require

3

Assignment

Navigation

Assignments within

the course are

difficult to find

Assignments

within the course

are found with

minimal

searching

Assignments are

easily found within

the course

Assignments are

easily discernible

within the course

A site map is

available

2

While assignments are clear, there is no direct access through site map.


that students with

disabilities are

accommodated in

this course

Minimal efforts

are obvious

related to

accommodation

of students with

disabilities

Limited

accommodations

are evident with

some obvious


methods

Accommodations to

students with

disabilities are

evident and


methods are

available

0

No evidence of any support for disabled students.

Variety of

Assessments

- Assignments

- Discussions

- Quizzes

- Survey

No variety in

assessments is

evident

Instructions for

assessments are

minimal and unclear

At least two types

of assessments are

evident

Instructions are

provided, but are

confusing

At least two types

of assessments are

evident

Instructions are

provided, but are

confusing


of assessments are

evident

Clear and concise

instructions are

provided

2

Instructions are very clear with automatic acknowledgement of correctness they were all similar in process and included no discussions.



Page 3

Element


Use of Online

Gradebook

Online gradebook is

not used

Partial use of

online gradebook;

only some of the

assessments are

reflected in the

gradebook

All assessments are

reflected in the

gradebook, but

only some grades

are posted

Online gradebook is

fully used

All of the

assessments are

reflected in the

gradebook and all

grades are post

2

While a grade book is provided the grade is complete or incomplete.

Learning

Resources

No learning


Learning

resources are

minimal

Learning resources

exist in different

areas but are not

clearly articulated

and links may or

may not be act

Learning resources

and links are

comprehensive,


and current/active

1

While references were documented there were no direct links to additional resources.

Appearance of

Learner

Support/

Feedback

- Feedback

Methods

Communication

methods with the

students are not

evident

Communication

methods exist but

are not well use

Communication

methods with the

students exist and

are used more than

50% of the time

Communication

methods with the

students are

comprehensive via


and discussions

0

There was no discussion posting of two-way communication between students.

Context for

Learning

Community

where students

interact with one

another and the

instructor

- Discussions

- Chat Rooms

- Virtual Class

No evidence of the

establishment of a

learning community

Learning

community is

established via at

least two

discussion

Learning

community is

established via at

least three

discussions

Learning community

is established via

regular discussions

and virtual

classes/chats

0

There was no discussion posting of two-way communication between students.



Page 4

Element


Use of

Technology/

Course Tools,

(i.e., Email,

Asynchronous

Discussions,

Synchronous Chat

Rooms/

Virtual Classes,

Calendar,

Gradebook,

External Links,

Quizzes/Surveys,

Group Areas,

Student Home

Pages and

Presentations,

etc.)

Only one to two

course tools are

used in course

delivery

Only three course

tools are used in

course delivery

Only four or five

course tools are

used in course

delivery

More than five


in course delivery

1

Use of

Instructional

Media

(i.e.

Media

Presentations,

Animated/

Voiceover

Presentations,

Learning

Modules, Notes,

Streaming Video,

Internet Links,

Case Studies,

Only one to two

varieties of

instructional media

are used in course

delivery

Only three

varieties of

instructional

media are used in

course delivery

Only four or five

varieties of

instructional media

are used in course

delivery

More than five

varieties of

instructional media

are used in course

delivery

1

While the material presented was very succinct and clear only a couple of presentation methods were used.




Page 5




Overall the content was presented clearly, succinctly and incredible organized. The learner was able to accomplish the learning objectives within each unit using eh instructional media provided. The course clearly states it is not conducted by an instructor, so the instructor communication was put to rest. I did fully enroll in the class rather than just visit to take advantage of every possible option. There was an option to submit help questions and although I did not since I was researching the course I cannot determine if the questions should be of technical or subject orientation. Assessments were nicely organized and fully automated many with instantaneous correctness notification as well as a summary quiz to reinforce the transfer of knowledge.



Page 6


Element


Content of

Learning

Modules or

Content of

Learning

Segment

No learning

modules/units in

course

Content in

modules/units is

inconsistent

Lacks relevant

material related to

learning objectives

and material is not

current (resources

used > 5 years)

Does not have an

introduction or a

summary/

conclusion

Limited

consistency from

module to module

Resources current

and information


objectives

Only an

introduction or

summary/

conclusion is

included

Modules/units are

designed and

presented

in a uniform and

consistent manner


(< 5 years) and




is manageable with


and a conclusion

3

The Modules are very well organized.

Discussions

- Synchronous

- Asynchrono

No new

information is

presented or ideas

previously stated

are not reinforced

in either

asynchronous or

synchronous

discussions/

interaction

Faculty reinforces

student ideas and

student-presented

information during

asynchronous or

synchronous

discussions/

interaction

Faculty adds

limited new

information during

asynchronous

and/or synchronous

discussions or

interactions with

students

Faculty adds to the

body of knowledge

and


during asynchronous

and/or synchronous

discussions or

interactions with

student

0

No discussions available

Links

No links to Web-

based information

are added to the

learning modules

or to the course

Minimal links are

apparent in either

the learning

modules/units or

the course; some

are irrelevant

An appropriate

number of relevant

links add to the

learning experience

An appropriate

number

of credible and

relevant


the learning

experience

1

The course is very self-contained with the only content related link to iLogos to perform diagraming



Page 7

Element


Course and

Unit Learning

Objective

Learning


not identified

Learning


identified but are

not always

measurable,

behavioral, or

appropriate in

number for the

content and time of

the course

Measurable,

behavioral learning

objectives/goals or

unit objectives are

identified for the


one learning

objective engages

the learner in

activities of

analysis and

synthesis


learning


objectives are

identified in the

introduction to the




the course





evaluation

3

Clear learning objectives with many opportunities to try, review and evaluate. It is just that the method is consistent lacking a variety of styles.

Course

Assignments,

Readings,

Activities

and/or Projec

Assignments,


and/or projects

within the course

are not related to

learning objective

Assignments,


and/or projects

within the course

can be related to

the learning

objectives

Assignments,


and/or projects

within the course

have a discussion

of the purpose of

the assignment

related to learning

objectives

Assignments,



the course have a

discussion of the

purpose of the



are appropriate and

manageable

3

All assignments and activities are attainable

Writing Style

(Syntax,

Grammar,

Punctuation &

Flow)

Course contains

grammatical and

sentence structural

errors

Numerous typing

errors are present

Basic principles of

grammar and

sentence structure

are present

Numerous typing

errors are present

Information within

the course follows

principles of

grammar and

sentence structure,

and has few typing

errors


course follows




errors

3



Page 8

Element


Multimedia

(Photos,

Images, Video,

Audio, etc.)

and Metaphors

Within the

Context of the

Content and

Learning

Experience

Multimedia and

metaphor not used

in the presentation

of course content

Minimal use of

multimedia and

metaphor in the

presentation of

course content

Multimedia used

throughout the

course with limited

use of metaphor

OR

A progressive

metaphor was

developed

throughout the

course, with a

limited use of

multimedia to

illustrate course

content

Multimedia used


along with a

developed


a

progression of course

content

1

Presentation style is very consistent but minimal use of multimedia

Knowledge

Limited expertise

evident in

presentation of

content

Inconsistent


area evident in

presentation of

knowledge

Expertise in

content area

evident in

presentation of

knowledge

throughout the

course


area evident in

presentation of

knowledge and in

interactions with

students

2

Expertise yes, interactions none




Page 9




The content of the units are solid, concise, and well presented. The information used to support the learning objectives is credible, current and useful. The biggest drawback was the singularity of the materials; there were few options for varied learning styles or further research.



Page 10

Element


Interpersonal

Interactions

Faculty–Student

Student–Student

No evidence of


to-student and

student-to-faculty

Minimal

interactions are

evident in either

student-to-student

or student-to-

faculty exchange

Both student-to-

student and

student-to-faculty

interactions are

present, but

exchange of

information and

generation of ideas

are superficial

Dynamic and

thoughtful

interactions are

evident in student-

to-student and

student-to-faculty



experience

0

The course clearly states “This course is not led by an instructor”. So there is no interaction.

Access to

Faculty

(Office Hour

No office hours are

posted

Office hours are

posted

Office hours are

posted for both

phone, face-to-

face, and virtual

times

Times vary to

accommodate a

variety of work

schedules

Office hours are

posted for both


and virtual times

Times vary to

accommodate a

variety of work

schedules

Schedule of office

hours increases

frequency prior to

due dates of major

course requirement

0

The course clearly states “This course is not led by an instructor”. So there are no office hours.



Page 11

Element


Assessment

of Learning

Styles

No assessment of

learning styles is

available

Some information

is provided about

skills and

personality

required for

online learning

Specific

information is

provided about

skills and

personality

required for

successful course

completion


about skills and


for completion of

the course is

presented

Self-assessment

tools are available


feedback

information

regarding potential

success with online

courses is provided

0

Instructor and

Learner

Responsibilities

& Guidelines for

Online Learning

No guidelines are

established for the

learner related to

learner and

instructor

responsibilities

Only guidelines

related to learner

and instructor

responsibilities

are evident

Some guidelines


learner and

instructor

responsibilities,

online

communication,

and/or techniques

to support the

online learner; but

guidelines are

confusing


established for the


learner and

instructor

responsibilities,

online

communication/

netiquette, and

techniques to

support the online

learner

1




Page 12




From a Human perspective this course is lacking. The course does clearly state there is not instructor. If a learner is looking for a course to gain knowledge without human interaction this is perfect. While the technical content is relevant and achievable there is no variable for adapting to learning styles much less a discussion about varieties.



Page 13

Element


Student Work

Reflects

Mastery of

Course

Objective



course objectives

Student work

reflects average

understanding and

achievement of

course objectives

Student work

demonstrates above

average

understanding and

achievement of

course objectives

Student work

demonstrates

mastery of course

content and course

objectives

2

The course does supply many options to practice and has plenty of reinforcement.

Student Work

Reflects

Analysis,

Synthesis, and

Evaluation


basic knowledge,

identification, or

understanding

Student work

reflects

knowledge and

some work

reflects analysis

of information

Student work

demonstrates

complexity with

the majority of

assignments below


or evaluation

Student work

demonstrates

progression of

complexity from

knowledge to the

level of analysis,

synthesis, or


assignments

1

Due the automated nature of the assessments it is difficult to fully synthesis or evaluate,

Online Course

Evaluation



course

Student online

evaluation input

is requested at the

end of the course

Student online

evaluation input is

requested at the

midpoint and end

of the course

Student online

evaluation input is

requested at the


course, and after

major assignments

are turned in

0

Learner

satisfaction

with the online

learning

experience

No rating scale for


Majority of the

learners rate the

learning

experience as not

very satisfying

Majority of the

learners rate the

learning experience

as satisfying

Majority of the

learners rate the

learning experience

as highly satisfy

0




Page 14

Outcomes


This course evaluation rated a score of 1 out of 12 points. The objective can be accomplished by using the iLogos diagraming tool, there is an example of the correct answer supplies after the fact to evaluate your acquisition of knowledge, however there is no summative evaluation to reinforce the concepts have been fully understood.

Overall Course



Overall the course will accomplish the basic goal of understanding Argument Diagraming. I believe this course works well for a very self-directed learner, one that requires minimal human interaction or reinforcement. If this course were conducted by an instructor with student/peer participation it would be a well-rounded educational instrument.

Course Evaluation Rubric: EDTECH Boise State – Online Teaching for Adult Learners


Page 1


Element


Course Design

Framework

No framework for

guiding student

throughout the


course areas is not

apparent

Limited

framework is

apparent – the

home page

includes

beginnings of

navigation to

course area

The framework for

course delivery is

apparent and

includes limited

guidance for

navigation

throughout the

course

Framework for


The home page is

designed to ensure

ease of navigation

throughout the

course

3

Definite framework from general to unit specifics

Course Design

– Segmenting of

Content, i.e.,

Learning Units

or Learning

Module

No modules/course

segments exist for

content, only

assignments are

listed

Several course

modules exist, but

progression

between course

modules/

information

segments is not

apparent

Course modules

are self-contained

and progression is

less apparent and

not based on

learning objective

Course modules are

self-contained and


depending on the


with apparent

progression to

facilitate learning

3

Each module is self-contained

Appearance of

Material


harsh to




and appearance

Color scheme

minimal

Minimal

uniformity of icon

style

Color scheme is

acceptable

Icons are

acceptable in

uniformity of st

Appearance is

appealing/

easy to read

Appropriate color

choice that is easy

on the eyes

All icons are


color

3

Uniform and visually pleasing



Page 2

Element


Scrolling Within

the Course or

Within

Document

Requires extensive

scrolling to find

information within

frames

Framed

information

somewhat

lengthy, requires

more than

minimal scroll

Information is

appropriately

framed with more

than minimal

scrolling require

Information is


with minimal

scrolling require

3

Assignment

Navigation

Assignments within

the course are

difficult to find

Assignments

within the course

are found with

minimal

searching

Assignments are

easily found within

the course

Assignments are

easily discernible

within the course

A site map is

available

2

While there is no “site map” to specifically outline the assignments they can be found in the course schedule.


that students with

disabilities are

accommodated in

this course

Minimal efforts

are obvious

related to

accommodation

of students with

disabilities

Limited

accommodations

are evident with

some obvious


methods

Accommodations to

students with

disabilities are

evident and


methods are

available

1

Such accommodations are obvious

Variety of

Assessments

- Assignments

- Discussions

- Quizzes

- Survey

No variety in

assessments is

evident

Instructions for

assessments are

minimal and uncl

At least two types

of assessments are

evident

Instructions are

provided, but are

confusing

At least two types

of assessments are

evident

Instructions are

provided, but are

confusing


of assessments are

evident

Clear and concise

instructions are

provided

2

There does not appear to be quizzes or surveys for assessment



Page 3

Element


Use of Online

Gradebook

Online gradebook is

not used

Partial use of

online gradebook;

only some of the

assessments are

reflected in the

gradebook

All assessments are

reflected in the

gradebook, but

only some grades

are posted

Online gradebook is

fully used

All of the

assessments are

reflected in the

gradebook and all

grades are post

3

Learning

Resources

No learning


Learning

resources are

minimal

Learning resources

exist in different

areas but are not

clearly articulated

and links may or

may not be act

Learning resources

and links are

comprehensive,


and current/active

3

Appearance of

Learner

Support/

Feedback

- Feedback

Methods

Communication

methods with the

students are not

evident

Communication

methods exist but

are not well use

Communication

methods with the

students exist and

are used more than

50% of the time

Communication

methods with the

students are

comprehensive via


and discussions

3

Context for

Learning

Community

where students

interact with one

another and the

instructor

- Discussions

- Chat Rooms

- Virtual Class

No evidence of the

establishment of a

learning community

Learning

community is

established via at

least two

discussion

Learning

community is

established via at

least three

discussions

Learning community

is established via

regular discussions

and virtual

classes/chats

3

Both asynchronous and synchronous communication are provided



Page 4

Element


Use of

Technology/

Course Tools,

(i.e., Email,

Asynchronous

Discussions,

Synchronous Chat

Rooms/

Virtual Classes,

Calendar,

Gradebook,

External Links,

Quizzes/Surveys,

Group Areas,

Student Home

Pages and

Presentations,

etc.)

Only one to two

course tools are

used in course

delivery

Only three course

tools are used in

course delivery

Only four or five

course tools are

used in course

delivery

More than five


in course delivery

3

The course makes use of a full range of technology for a variety of purposes

Use of

Instructional

Media

(i.e.

Media

Presentations,

Animated/

Voiceover

Presentations,

Learning

Modules, Notes,

Streaming Video,

Internet Links,

Case Studies,

Only one to two

varieties of

instructional media

are used in course

delivery

Only three

varieties of

instructional

media are used in

course delivery

Only four or five

varieties of

instructional media

are used in course

delivery

More than five

varieties of

instructional media

are used in course

delivery

3




Page 5



This course evaluation rated a score of 25 out of 39 points. Overall the content was presented in a sequenced and structured in a manner which enables learners to achieve the stated goals. The information is well organized to help students learn the content. The goal of learning activities is clearly defined and presented. The learner was able to accomplish the learning objectives within each unit using the instructional media provided. The discussion forum and communicating with faculty and other students was well defined and could be accessed from various points in the site map. Questions asked to faculty were answered timely and student responses were numerous and timely.



Page 6


Element


Content of

Learning

Modules or

Content of

Learning

Segment

No learning

modules/units in

course

Content in

modules/units is

inconsistent

Lacks relevant

material related to

learning objectives

and material is not

current (resources

used > 5 years)

Does not have an

introduction or a

summary/

conclusion

Limited

consistency from

module to module

Resources current

and information


objectives

Only an

introduction or

summary/

conclusion is

included

Modules/units are

designed and presented

in a uniform and

consistent manner


(< 5 years) and




is manageable with


and a conclusion

3

Discussions

- Synchronous

- Asynchrono

No new information is

presented or ideas

previously stated are not

reinforced in either

asynchronous or

synchronous

discussions/

interaction

Faculty reinforces

student ideas and

student-presented

information during

asynchronous or

synchronous

discussions/

interaction

Faculty adds

limited new

information during

asynchronous

and/or synchronous

discussions or

interactions with

students

Faculty adds to the

body of knowledge

and


during asynchronous

and/or synchronous

discussions or

interactions with

student

3

Although synchronous communication is available I personally have not participated.

Links

No links to Web-

based information

are added to the

learning modules

or to the course

Minimal links are

apparent in either

the learning

modules/units or

the course; some

are irrelevant

An appropriate

number of relevant

links add to the

learning experience

An appropriate number

of credible and

relevant


the learning experience

3



Page 7

Element


Course and

Unit Learning

Objective

Learning


not identified

Learning


identified but are

not always

measurable,

behavioral, or

appropriate in

number for the

content and time of

the course

Measurable,

behavioral learning

objectives/goals or

unit objectives are

identified for the


one learning

objective engages

the learner in

activities of

analysis and

synthesis


learning


objectives are

identified in the

introduction to the




the course





evaluation

3

Course

Assignments,

Readings,

Activities

and/or Projec

Assignments,


and/or projects

within the course

are not related to

learning objective

Assignments,


and/or projects

within the course

can be related to

the learning

objectives

Assignments,


and/or projects

within the course

have a discussion

of the purpose of

the assignment

related to learning

objectives

Assignments,



the course have a

discussion of the

purpose of the



are appropriate and

manageable

3

Writing Style

(Syntax,

Grammar,

Punctuation &

Flow)

Course contains

grammatical and

sentence structural

errors

Numerous typing

errors are present

Basic principles of

grammar and

sentence structure

are present

Numerous typing

errors are present

Information within

the course follows

principles of

grammar and

sentence structure,

and has few typing

errors


course follows




errors

3



Page 8

Element


Multimedia

(Photos,

Images, Video,

Audio, etc.)

and Metaphors

Within the

Context of the

Content and

Learning

Experience

Multimedia and

metaphor not used

in the presentation

of course content

Minimal use of

multimedia and

metaphor in the

presentation of

course content

Multimedia used

throughout the

course with limited

use of metaphor

OR

A progressive

metaphor was

developed

throughout the

course, with a

limited use of

multimedia to

illustrate course

content

Multimedia used


along with a

developed


a progression of

course

content

3

A variety of media is used to illustrate content

Knowledge

Limited expertise

evident in

presentation of

content

Inconsistent


area evident in

presentation of

knowledge

Expertise in

content area

evident in

presentation of

knowledge

throughout the

course


area evident in

presentation of

knowledge and in

interactions with

students

3




Page 9




A clear, concise list of modules and activities that will be completed within each of the course modules/chapters/topics is provided.

A full course description is provided including Instructor information to student with contact and availability information. Students are provided with a list of textbooks, software and hardware needed for the course. There also a list of technical competencies necessary for course completion, A variety of instructional delivery methods, accommodating multiple learning styles, are available throughout the course. The selected tool for each activity is appropriate for effective delivery of the content. The links and multimedia used to support the learning objectives were credible, current and useful.



Page 10

Element


Interpersonal

Interactions

Faculty–Student

Student–Student

No evidence of


to-student and

student-to-faculty

Minimal

interactions are

evident in either

student-to-student

or student-to-

faculty exchange

Both student-to-

student and

student-to-faculty

interactions are

present, but

exchange of

information and

generation of ideas

are superficial

Dynamic and

thoughtful

interactions are

evident in student-

to-student and

student-to-faculty



experience

3

Both asynchronous and synchronous communication are provided ad clearly outlined in in participants profile

Access to

Faculty

(Office Hour

No office hours are

posted

Office hours are

posted

Office hours are

posted for both

phone, face-to-

face, and virtual

times

Times vary to

accommodate a

variety of work

schedules

Office hours are

posted for both


and virtual times

Times vary to

accommodate a

variety of work

schedules

Schedule of office

hours increases

frequency prior to

due dates of major

course requirement

3

Both asynchronous and synchronous communication are provided ad clearly outlined in the course with specific contact links



Page 11

Element


Assessment

of Learning

Styles

No assessment of

learning styles is

available

Some information

is provided about

skills and

personality

required for

online learning

Specific

information is

provided about

skills and

personality

required for

successful course

completion


about skills and


for completion of

the course is

presented

Self-assessment

tools are available


feedback

information

regarding potential

success with online

courses is provided

3

A needs analysis is conducted during the second wee

Instructor and

Learner

Responsibilities

& Guidelines for

Online Learning

No guidelines are

established for the

learner related to

learner and

instructor

responsibilities

Only guidelines

related to learner

and instructor

responsibilities

are evident

Some guidelines


learner and

instructor

responsibilities,

online

communication,

and/or techniques

to support the

online learner; but

guidelines are

confusing


established for the


learner and

instructor

responsibilities,

online

communication/

netiquette, and

techniques to

support the online

learner

3




Page 12



This course evaluation rated a score of 12 out of 12 points. From a Human perspective this course achieves a high level of quality and will keep learners engaged. There are obvious attempts to adapt to learning styles. The course contains multiple layers of human interaction which continues to foster the achievement of goals and objects.



Page 13

Element


Student Work

Reflects

Mastery of

Course

Objective



course objectives

Student work

reflects average

understanding and

achievement of

course objectives

Student work

demonstrates above

average

understanding and

achievement of

course objectives

Student work

demonstrates

mastery of course

content and course

objectives

3

Student Work

Reflects

Analysis,

Synthesis, and

Evaluatio


basic knowledge,

identification, or

understanding

Student work

reflects

knowledge and

some work

reflects analysis

of information

Student work

demonstrates

complexity with

the majority of

assignments below


or evaluation

Student work

demonstrates

progression of

complexity from

knowledge to the

level of analysis,

synthesis, or


assignments

3

Online Course

Evaluation



course

Student online

evaluation input

is requested at the

end of the course

Student online

evaluation input is

requested at the

midpoint and end

of the course

Student online

evaluation input is

requested at the


course, and after

major assignments

are turned in

3

An initial student evaluation was requested after week 2

Learner

satisfaction

with the online

learning

experience

No rating scale for


Majority of the

learners rate the

learning

experience as not

very satisfying

Majority of the

learners rate the

learning experience

as satisfying

Majority of the

learners rate the

learning experience

as highly satisfy

2




Page 14

Outcomes


This course evaluation rated a score of 11 out of 12 points. The objective can be accomplished through progressive assignments, tasks and interaction achieving the demonstration of a mastery of the content and goals of the course. There is an attempt to acquire student self-assessments to determine the level of prior knowledge.

Overall Course



Overall the course will accomplish the goal and objectives as outlined in the syllabus I believe with a small amount to work placed adding some of the missing components this course could be very good course.

Documents

Online Course Evaluation Project