Saturday, March 26, 2016
Objectives Evaluating Teachinf and Learning at a Distance
4.1 Differentiate between research and
evaluation - When
differentiating between research and evaluation one must know what they mean. Research produces generalizable knowledge, scientific
inquiry based on intellectual curiosity, advances broad knowledge and theory
and controlled setting while evaluation judges merit or worth, policy &
program interests of stakeholders’ paramount, provides information for decision-making
on specific program, conducted within setting of changing actors, priorities,
resources, & timeline.
4.2
Define evaluation - Evaluation,
as contrasted to research is the systematic investigation of the worth or merit
of an object. Evaluation of programs is used to identify strengths and
weaknesses well as the benefits and drawbacks of teaching and learning online.
There are five steps when discussing evaluation and distance education which
are reactions (did they like it), learning (did they learn it), transfer (will
they use it) results (will it matter) and return on investment.
4.3
Explain the six categories of evaluation information: in measures of activity,
efficiency, outcomes, program aims, policy, and organizations - The six categories of evaluation
information are measures in activity (questions such as how many courses were
produced and how many students were served), efficiency (questions include how
many students successfully completed the course and what was the average
students workload how much did the course cost), outcomes (measures of adequate
learning and documenting the borrowing and use of courses and course materials),
program aims (surveys of learners), policy and organizations (evaluation).
4.4
Describe the AEIOU approach to evaluation and its five levels—
accountability,
effectiveness, impact, organizational - Accountability is defined as did the
project planners do what they said they were going to do, effectiveness is how
well done was the project, impact is did
the project, course, or program make a difference, organizational context which
means what structures, policies or events in the organization or environment helped
or hindered the project in accomplishing its goals and unanticipated
consequences which is what changes or consequences of importance happened as a
result of the project that was not expected.Definitions Evaluating Teaching and Learning at a Distance
Definitions
Evaluating Teaching and Learning at a Distance
1.
Evaluation, as
contrasted to research, is the systematic investigation of the worth or merit
of an object. Program evaluation is the systematic investigation of the worth
of an ongoing or continuing distance education activity.
2.
Measures of activity.
These measures are counts of the numbers of events, people, and objects.
Administrative records often provide data for activity questions.
3.
Measures of efficiency. Measures of efficiency are closely related to measures
of activity, and often administrative records can be the source of efficiency
information.
4.
Measures of outcomes.
Measures of adequate learning are usually considered the most important
measures of outcomes of distance education activities. Often, interviews with
learners are used to supplement course grades in order to find students’
perceptions about a distance education activity.
5.
Measures of program aims.
Some distance teaching programs specify their aims in terms of what and whom
they intend to teach, and evaluation information is collected to establish the
extent to which these aims were met.
6.
Measures of organizations. Sometimes it is important to evaluate a distance
education institution in terms of its internal organization and procedures.
Evaluators sometimes are asked to monitor the process of course development or
program delivery to help an organization be more efficient.
7.
Accountability.
Evaluators checked records, interviewed staff, and visited classrooms to
determine the status of the development of the ICN, both as a physical system
and as a tool used by teachers to deliver courses to distant learners. The
accountability focus shifted during the project as its activities shifted from
construction to implementation and finally to maintenance.
8.
Effectiveness.
Evaluators conducted interviews and focus groups to determine what impact the
availability of the ICN had on classroom education. Surveys were sent and
reports were generated that helped education leaders to better understand what
role distance education was playing.
9.
Impact. As the network became
widely available and the number of courses and activities increased, it became
possible to determine the impact of the ICN and distance education events on
education in the state. Students were tested and grades reported.
10.
The AEIOU approach is similar to Woodley and Kirkwood’s in that is an
electric one that uses quantitative and qualitative methodologies, and it has
two primary purposes as an evaluation strategy.
Wednesday, March 23, 2016
URLs Managing and Leading at a Distance
http://www.educause.edu/ir/library/html/cem/cem97/cem9734.
Html
http://wiche.edu/telecom/Accrediting%20-%20Commitment.pdf
http://search.ntia.doc.gov/pdf/fttn00.pdf
Objectives Managing and Leading at a Distance
4.1 Describe the functions of a
distance education administrator in each of the four subsystems of a distance
education system.
The administrative functions are to provide strategic
leadership and direction, conduct program analysis, maintains the
organizational website ensures availability and responsiveness for all student
support requirements and ensures fiscal responsibility for online courses and
programs.
4.2 Describe the major national,
regional, and local issues that affect distance education programs.
The things that affect the different levels are financial
aid, how distance education is being taught and telecommunications.
4.3 List and explain the significant
areas of cost in the development, delivery, and evaluation of distance
education programs.
Distance education is expensive. Personnel costs typically
are the majority of the total budgets for distance education programs. Even if
these costs are prorated portions of the organizational budget, they can be
extraordinary, depending on the size of the program. When budgets get cut
development and delivery was cut first.
4.4 Describe a
successful program for training faculty to teach effectively in a distance
education environment.
A successful and effective curriculum should include the
unique attributes and needs of distance learners, assessments of students at a
distance, course evaluation, course management factors such as office hours,
course instructional design for distance delivery and effective use of embedded
technologies.
4.5 Explain how the federal and state
governments and accreditation agencies evaluate distance education programs.
Their primary emphasis is on program quality, to protect the
public from diploma mills. The federal government evaluates it by student
financial aid, copyright, school and public access, and data gathering. The
state governments evaluate it having students participate in lab or clinical at
an in state site and the instruction participates in in-state college affairs.
The regional accreditation agencies in particular are rapidly becoming distance
education administrations best friends in promoting distance education and
upholding quality standards.
4.6 Explain how access and
accessibility issues should influence distance education programs.
The web can be an important tool for disabled students.
Students at a distance, however, can be a greater disadvantage if they are
without easy access to campus based disability resources and advocacy for
accessible web resources.
4.7 Explain how intellectual property
issues should be addressed at the local level.
In the absence the ownership of online courses or course
materials developed by a teacher should be specified in the employment contract
or collective bargaining agreement. The best thing to do before questions
become issues is to develop an organizational intellectual policy to which all
parties agree.
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