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IDT - 846 Improving Distance Ed - Chapter 3 and Article (Metrics (Meta…
IDT - 846 Improving Distance Ed - Chapter 3 and Article
Accreditations
CRAC (NC-Sara uses theses as does SACS
IHEP - More for policy makers
ACE, ADEC, AFT and PDLQC (Educators)
Question: Where do organizations like Quality Matters and Sloan C / OLC fit?
Study
Look at Learner Centered Approaches - Helmberg
Reflection - Much data available is more focused on outcome rather than process - may be an interesting focus of learning analytics
Metrics
Learning Objectives - infer that students are more successful but take more time (not sure if by design or necessity
Indicate that design is essential, yet no true model exists
Question - Again not sure how QM and Sloan C / OLC might gain leverage here
Student Perception - viewed through course and system quality
Interaction surfaces often as an indicator of program effectiveness
Reflection: I think this needs to be tempered by the quality level of these interaction
Student to content and student to student seen as most important
Faculty training is essential
Reflection: Can be a challenge to have faculty recognize that the way they teach may need to change to be effective online
Ed Tech is often equated with e-learning, making mesaurement more challenging - where does the andragogy stop and the technology begin?
Meta Analysis Article - A Meta-Analysis of Three Types of Interaction Treatments in Distance Education (Bernard, 2009)
Interesting take on parity - much more important to compare apples to apples
Call to improve research methods
Reflection: Pure research seems hard to design, many confounding variables. I may be biased but especially in higher education
Look at interaction through a directional lens - asymmetrical - one way, symmetrical two way
S-S Student to student (asymmetrical), S-C Student to content (often asymmetrical except in synchronous instruction) and S-T Student to Teacher (Varied)
Reflection: Similar model in the QM Rubric
Tried to determine if interactions need to be equal, or if any one of the forms was more important than the others
Indicated that S-T interactions were the least important
Reflection: I am not certain I believe the data on that one, but also not certain how to refute it. Dag nab research!
Indicated increased performance based on higher levels of interaction strength
Did not explore if the interaraction was accessed only that it was available
Reflection: A follow on study of the effect of instructor training on student use of interaction opportunities may be interesting