During 2009 and Spring 2010, the Palomar Academic Technology Committee (ATC), in response to ACCJC recommendations, embarked on a series of related projects to establish processes that would ensure the quality of online classes.
Ensure Quality of Online Classes
The Academic Senate requested that the ATC devise some means of validating that instructors were prepared and able to develop a high quality online class. The first step involved reaching agreement about what constituted an “Accomplished” or high quality online class. An ATC workgroup researched the literature to discover published best practices and to review what other colleges and universities had done to assess the quality of their online classes. Combining several well reviewed assessment rubrics, an ATC workgroup developed an “Online Class Validation Checklist.” This checklist is intended to assess 5 important areas of an online class:
1. Online organization and design,
3. Appropriate use of technology,
4. Universal Access, and
5. Assessment and Evaluation.
Once the full ATC had endorsed the checklist we devised a pilot-test during Spring 2010 in which we assessed 6 current online classes using this checklist. The full ATC participated in this pilot-test evaluation. The result was that the checklist was deemed useful in assessing the quality of online classes but it required some modification. The most extensive modification was to Category 4: Universal Access; this category was revised to reflect current universal access practices.
I’ll have more to say about this “online class validation” process in a later blog but here I want to focus on the high quality of the online classes that we looked at. Of course to be candid, the people who volunteered to have their online courses assessed, in all likelihood, believed that their courses were well developed – and they were right! All the classes the committee reviewed were developed using the Blackboard system, the course management system used at Palomar.
Representative of the excellent online classes offered at Palomar College is an Introduction to Sociology class taught by Professor Terry Humphrey. Terry’s Introduction to Sociology class illustrates many of the best practices that contribute to an effective and accomplished online class. I’ll highlight a couple of these features here and encourage anyone who is interested in this issue to view the video interview with Terry in which she shows her course and describes her intent in developing it. Terry’s course did an excellent job in the following areas I thought:
- Structure and Organization – the course was organized on a weekly basis, with all the assignments, tasks, writing, quizzes, discussion board and so on grouped by weekly folders; students knew exactly what was required of them each week
- Good use of Announcements – Terry posted announcements on a regular basis, calling the students’ attention to important details; she also made a practice of emailing those announcement directly to students (an automatic option in Blackboard) and this she felt made a big different in terms of student involvement
- Regular and varied assessments – student learning was assessed in a variety of ways which gave students the best opportunity to demonstrate what they had learned
It seems like the things that produce the best learning outcomes in an on-campus class are the same things that work in an online class: engaging learning activities, regular assessment and feedback, and an involved instructor who values and rewards student participation. No secret here and it’s encouraging to know that it can be done with online students as effectively as with on-campus students.