scholarly journals Distance Education Accessibility and Quality Assurance

10.28945/3320 ◽  
2009 ◽  
Author(s):  
Alicia David
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Students With Disabilities ◽  
Web Sites ◽  
Online Courses ◽  
The United States ◽  
Online Course ◽  
Practical Consideration ◽  
Academic Accommodation ◽  
Accessibility Guidelines

This presentation will discuss some of the current statistics regarding distance education in the United States. It will also address how student disabilities (and their associated accommodations) are and should be impacting these online course offerings. According to a recent government study, 66% of US colleges currently offer some form of for-credit distance education (National Center for Education Statistics [NCES], 2008). In 2007 more than 20% of higher education students were enrolled in at least one online course, and the 2007 online enrollments were 245% that of the online enrollment seen in 2002 (Allen & Seaman, 2008). These educational studies have revealed what most educators already knew: online education is becoming increasingly important to colleges nationwide. The number of online courses continues to increase, and larger numbers of students are taking significant portions of their coursework online. Students reporting disabilities (and requesting accommodation) have also been increasing. Eleven percent of undergraduates have reported or registered as having a disability (NCES, 2006). The 11% statistic suggests that at least 2.2% of the online student population are also students with disabilities, and that 2.2% is likely to be too low because the flexibly offered by online courses is likely to appeal to students with disabilities. Ensuring accessibility in online courses, therefore, is clearly a practical consideration. Education studies have also revealed that some schools aren’t doing all that they can or should to ensure accessibility. Schools were asked how commonly they received requests for academic accommodation. Nearly a quarter of the schools responding didn’t know whether or not requests of this type were ever received (NCES, 2008). Another study tracked how closely accessibility guidelines for online course web sites were followed. Nearly half of the schools reported only moderate to minor application of the guidelines while over one-third of the schools either didn’t follow any of the guidelines or were unaware if guidelines were being followed (NCES, 2003).

Developing and Sustaining Online and Distance Education Programs in Health and Kinesiology

2014 ◽  
Vol 3 (4) ◽  
pp. 217-220 ◽  
Author(s):  
Paul Keiper ◽  
Richard B. Kreider
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Student Success ◽  
Sport Management ◽  
Online Courses ◽  
Online Course ◽  
Master's Program ◽  
Education Programs ◽  
Support Students

Online education has become an increasingly popular means of delivering educational programs in health and kinesiology. It has helped departments meet increasing enrollment demands and provided additional resources that support students and faculty. A number of challenges, however, are associated with developing these types of programs. The purpose of this paper is to discuss some of the issues that Texas A&M University has experienced in developing extensive online courses and distance education programs. The paper discusses methods and models employed to develop online and distance programs in health and kinesiology and provides a case study of some of the opportunities and challenges that the Sport Management Division experienced in developing an online master's program. Issues related to efficacy, management, funding, and student success are discussed. Health and kinesiology administrators should consider these issues as they look to develop or grow online course offerings in the discipline.

scholarly journals Online Course Design

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Sally J. Baldwin ◽  
Yu-Hui Ching
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Course Design ◽  
Online Courses ◽  
The United States ◽  
Course Evaluation ◽  
Online Course ◽  
Evaluation Instrument ◽  
Online Course Design ◽  
Quality Matters

The evaluation of online courses is an important step in providing quality online courses. There are a variety of national and statewide evaluation tools used to help guide instructors and course designers of online courses (e.g., Quality Matters, OSCQR). This paper discusses a newly released course evaluation instrument from Canvas, the second largest learning management system (LMS) used by higher education institutions in the United States. The characteristics and unique features of the Canvas Course Evaluation Checklist (CCEC) are discussed. The CCEC is also compared to established national and statewide evaluation instruments. This review is helpful for those interested in online course design and developments in the field of online education.

scholarly journals Insights from a massive open online course (MOOC) for medical education (2014-2018)

2018 ◽  
Author(s):  
Robert Robinson
Keyword(s):  
United States ◽  
Medical Education ◽  
Online Education ◽  
Effective Means ◽  
Course Completion ◽  
The United States ◽  
Online Course ◽  
Completion Rates ◽  
Massive Open Online ◽  
Global Reach

Background Massive open online courses (MOOCs) are technological innovations have been successfully applied in a wide variety of disciplines to deliver quality online education. These courses are an area of intense focus of educational research. Preliminary studies have shown MOOCs to be effective means of delivering medical education. This study reports data on course completion rates and the geographic reach of a MOOC designed for medical education. Methods A online course designed as for a 4th year medical school elective was opened as a free to take MOOC in August, 2014. The course is offered in English with subtitles via Udemy.com. Data regarding completion rates were obtained from the course management interface of the MOOC, data regarding the geographic reach of the course was obtained from Google Analytics. All data is anonymous, aggregated, and studied retrospectively. The intended course audience was fourth year medical students in the United States, but enrollment was open to all. Results MOOC enrollment reached 5,586 students by February, 2018. Completion rates were low (5%), with 8% completing 50% or more of the MOOC. 80% of students did not complete a single course element. Students enrolled from 161 different countries based on localization by Google Analytics. The most common countries students enrolled from were the United States (46%), India (6%), the United Kingdom (4%), Egypt (2.5%), Canada (2.5%), Australia (2%), China (2%), Germany (1.5%), Brazil (1.5%), and Saudi Arabia (1.5%). Conclusions Course enrollment included 5,586 students from 161 different countries. Course completion rates were low, but consistent with other scientific MOOCs designed for high level audiences that are open for public enrollment. These results also show the potential global reach of a MOOC. These factors of high enrollment, low course completion, but global reach are unique challenges for medical educators who deliver content via MOOC technology. Further study is needed to further define the role of MOOCs in medical education.

The Human Element MOOC

2015 ◽  
pp. 373-391 ◽  
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

Universal Design for Online Education

2004 ◽  
pp. 67-115 ◽  
Author(s):  
Rosangela K. Boyd ◽  
Bonnie Moulton
Keyword(s):  
Online Education ◽  
Students With Disabilities ◽  
Functional Ability ◽  
Universal Design ◽  
Online Courses ◽  
Potential Barriers ◽  
Course Materials ◽  
Full Participation ◽  
Accessibility Issues ◽  
Different Levels

This chapter will discuss accessibility issues related to online education. It will provide rationale for designing online courses that cater to different levels of functional ability. It will also present an overview of the challenges faced by students with disabilities in accessing and interacting with online course materials and activities. In order to address the potential barriers to full participation, national and international guidelines will be examined, with particular emphasis on their implications for specific course components. In addition, mechanisms for validation of web accessibility will be suggested and resources will be listed for those interested in obtaining further information on the topic.

The Human Element MOOC

2016 ◽  
pp. 1736-1755
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

Universal Design for Online Education

2011 ◽  
pp. 1219-1251
Author(s):  
Rosangela K. Boyd ◽  
Bonnie Moulton
Keyword(s):  
Online Education ◽  
Students With Disabilities ◽  
Functional Ability ◽  
Universal Design ◽  
Online Courses ◽  
Potential Barriers ◽  
Course Materials ◽  
Full Participation ◽  
Accessibility Issues ◽  
Different Levels

This chapter will discuss accessibility issues related to online education. It will provide rationale for designing online courses that cater to different levels of functional ability. It will also present an overview of the challenges faced by students with disabilities in accessing and interacting with online course materials and activities. In order to address the potential barriers to full participation, national and international guidelines will be examined, with particular emphasis on their implications for specific course components. In addition, mechanisms for validation of web accessibility will be suggested and resources will be listed for those interested in obtaining further information on the topic.

Using Gagné's Events of Instruction to Analyze Online Course Quality

2011 ◽  
pp. 2231-2238 ◽  
Author(s):  
Marc R. Robinson
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Learning Community ◽  
Student Perceptions ◽  
Course Design ◽  
Online Courses ◽  
Online Course ◽  
Design Quality ◽  
Course Quality ◽  
Events Of Instruction

Student perceptions of online courses are likely influenced by two overarching aspects of quality: instructor quality and course design quality (Ortiz-Rodriguez, Telg, Irani, Roberts & Rhoades, 2005). Both of these forces in online education may be analyzed using a well-known model of instructional design - Gagnés instructional design and cognition theory, the centerpiece of which are the nine events of instruction (Gagné, Wager, Golas, & Keller, 2004). Multiple studies positively correlate learner attitudes and perceptions of the online course to instructor quality. Early studies evaluating instructor quality attempted to correlate instructor quality with the attitude and perception of the learner, but not directly to learner success or course design quality. Researchers of online courses, such as Palloff & Pratt (2003), discussed the role of the instructor in depth while neglecting the roles of the learner, the institution, and course design. The main focus remained instructor-centered, and highlighted key instructor tasks such as understanding the virtual learner in terms of roles the learner plays, fostering team roles for the learner, designing an effective course orientation, and identifying potential legal issues the instructor might face (Palloff & Pratt, 2002, p. 16). A distant secondary focus was on effective course design. This highlighted instructor tasks in building an effective online learning community without highlighting the roles effective communication tools would play.

scholarly journals From Telecourses to Online Courses: A Story of Redesign | Du cours télévisé au cours en ligne : une histoire de redesign

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Claude Potvin
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Learning Technologies ◽  
Online Course ◽  
Multimedia Content ◽  
Application Process ◽  
Grant Application ◽  
Traditional Assessment ◽  
Content Understanding ◽  
Video Recordings

This case deals with the redesign of a standard telecourse - printed material, professional studio video recordings and phone tutoring – into an online course. The redesign involved an adjunct professor in the Humanities having some experience in distance education but little with learning technologies. It was a two-year project including the grant application process. The main issues included replacing television-based content with multimedia content; understanding the complexity of interactions between materials, students, and tutors; and adapting traditional assessment approaches to online instruments and methods.

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

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