Introduction to Online Course
Development, Instruction, and Administration



All Content Developed by Susan Smith Nash, Ph.D.

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Unit Eight:  Evaluation and Assessment

Unit Overview
This unit discusses approaches to evaluating the effectiveness of an online course.

Unit Objectives

At the end of this unit, one will be able to:

ˇ Discuss the component needed to create an effective online course, and to measure where it is succeeding and where improvements need to be made;
ˇ Identify the various components that are used as standards or criteria of success;
ˇ Construct an instrument to be used to build an effective assessment tool.


Checklist

Subject Matter Expert developed course content

Course texts are selected with care

Library resources

Online registration

Student Services and Information

Online course evaluation by students and instructor - suggestions for change & updates

Online instructor evaluation by students

Online evaluation by instructor of students / course


Component Evaluations / Assessments

Interactivity on several levels

Easy to navigate

Color-coordinated schemes tying to subject matter and location in the site

"3-click" rule - avoid labyrinth structures in website design

Instructional technologist input, with awareness of Gagné's "Nine Universal Steps of Instruction" (1. Motivate the learner; 2. Explain what is to be learned; 3. Recall Previous Knowledge; 4. Present Knowledge to be Learned; 5. Provide Guidance for Learning; 6. Active Involvement; 7. Provide Feedback; 8. Test Comprehension; 9. Provide Enrichment or Remediation.)

Mentor-learner relationship

Instructor as mentor and guide

Student as learner and apprentice

Technical support & designated point-of-contact person

Multimedia emphasis (graphics, text, audio, streaming media, links to resources) acknowledging technical limitations

Relevant and interesting work

Course content featuring at least 20% unique content (based on subject matter expert's unique areas of knowledge and investigation)

Course structure and philosophy modified to acknowledge the beliefs and values of cohort group as well as to incorporate diversity

Links to student support services (bursar, financial aid, etc.)

Think About It!  Questions for Consideration, Review,
or Journal

How do you determine what the objectives are when you put together your course? 

Do you think of material mastered, or do you think in terms of what you'd like the learner to be able to do?

What kinds of assignments best allow the learner to demonstrate that he/she has learned?  When does the emphasis shift away from
what the learner learns to how they perform complex analytical and thinking tasks?

How do you evaluate the quality of a learner's interaction in a chat room or in bulletin board postings?  Develop three criteria.