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CONTENT, AND EVALUATION For teachers who can’t afford to take time off to attend traditional classes, online programs offer the opportunity to acquire continuing education credits or obtain an advanced degree to meet certification requirements while still teaching in the classroom. Degrees, both undergraduate and graduate, are now available online from hundreds of universities around the world. According to Elaine Allen and Jeff Seaman, over 90% of public institutions
of higher education in the U.S. and over 50% of private universities now
offer online courses (Sizing the Opportunity: The Quality and Extent
of Online Education in the United States, 2002 and 2003, available
at www.aln.org/resources/ Are online courses as good as traditional face-to-face courses? A majority of institutions of higher education believe they are or soon will be (see the above referenced article). However, the learning experience varies among the different schools and universities; some programs provide an excellent education, while others do not. With the number of courses and programs available, how can a prospective student determine their quality? The Distance Learning Resource Network (www.dlrn.org/k12/criteria.html), Michigan State Virtual University (standards.mivu.org), and the Southern Regional Educational Board (www.evalutech.sreb.org/criteria/online.asp) have criteria to evaluate the quality of online programs. These criteria include: Accreditation. The program should be nationally, regionally, or state accredited. Standards alignment. Courses should be aligned to national or state standards. If students are taking a course from an out-of-state institution, the course should meet certification requirements in their home state. Teaching. The faculty should be of high quality, and information on their qualifications should be readily available. Teachers should be trained in online course development and delivery and should model appropriate online behavior. They should provide timely feedback, facilitation, and coaching. The student-to-teacher ratio should range from 8/1 to not more than 25/1 in most courses. Technology requirements. The documentation of minimum technical requirements and technology competencies should be readily available. Students should be surveyed to ensure that they have the technical knowledge to participate in an online course, and technology support should be available 24 hours a day, 7 days a week. Special needs. The program should meet accessibility standards for special needs populations. Design and content. The platform should be easy to use and navigate, the structure intuitive, and course materials organized in a logical and coherent manner. Course content and interactivity should equal that provided in face-to-face courses. Instructional goals, outcomes, and expectations should be clearly defined. Evaluation. The course should provide for ongoing assessment and evaluation of students, teachers, and of the course itself. As with all modes of education, there is a wide range in the quality of online courses. However, with a little research, prospective students can find a course to meet their interests and needs. Because they extend educational opportunities beyond what is locally available and allow students to fit courses into their own personal schedules, online courses provide important alternatives to face-to-face courses and programs.
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