#ETOM19 – Evaluating Distance Education: Are you ready?

ETOM Summer 2019 Retreat

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JUNE 10-11, 2019

Kettunen Center – Tustin, MI
14901 4H Drive,Tustin, Michigan

Conference Files


NOTES

  • There are 21 core components that are reviewed by the site reviewers.
  • Criteria for accreditation is focused on the university’s mission that is tied to: resources, teaching and learning quality/evaluation, and integrity.
    • Mission = clear and articulated publicly
    • Integrity = ethical and responsible conduct
    • Teaching and Learning Quality, Resources, and Support = provide high quality education, wherever and however delivered
    • Teaching and Learning Evaluation and Improvement = demonstrate responsibility for quality educational programs, evaluation of learning through processes designed to promote continuous improvement
    • Resources, Planning, and Institutional Effectiveness = processes are sufficient to fulfill it’s mission
  • Distance Education – Regular and substantive interaction between students and the instructor, either synchronously or asynchronously (not primarily initiated by the student) – this is being updated by negotiated rulemaking
  • Distance-delivered courses – 75% of instruction and interaction occurs via electronic communication when faculty and students are separated physically from each other
  • Distance-delivered programs – 50% of more of the required courses may be taken as distance-delivered courses

Strengths

  • Faculty certification process
  • Faculty oversight, policies, procedures
  • Integrated mission, strategic plan with distance education
  • Process for developing and approving and evaluating new online courses
  • Required orientation for students

Opportunities for Growth

  • Re-certification
  • Ongoing course evaluation
  • Reporting, analytics, predictive early alerts
  • Student support services
  • Exam proctoring services

Student Identity – HEOA

  • The same student that enrolls, is the same student that participates? Login and password is what most institutions are doing. Some moving to proctored exams.
  • Examples: systems to monitor repetition of IP and email addresses, student identity verification protocols.
  • Costs – If there is an extra cost for students around identity, students must be informed at the time of registration.

Questions to Ask

  • How does interactions (substantive and regular) compare in the syllabus of an online and a traditional course?

Board Meeting at Center Lake

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Eric Kunnen, elected President of ETOM with the passing of the hat and bell…IMG_2995.JPG

C-RAC Distance Education Guidelines

  • Online learning is appropriate to the institution’s mission and purpose.
    • Sample Evidence: Distance ed is mentioned in mission and/or goals, institutional goals are mentioned in distance documents, distance ed fits within the mission.
  • The institution’s plans for developing, sustaining and, if appropriate, expanding online learning offerings are integrated into its regular planning and evaluation processes.
    • Sample Evidence: Needs analysis reports, documented plans for maintaining or expanding online learning (eg. strategic plans), institutional budget documents and technology plans explicitly include distance education, offices and administrators are involved in planning/evaluation.
  • Online learning is incorporated into the institution’s systems of governance and academic oversight.
    • Sample Evidence: Online program and course evaluations, documented approved processes for distance education (same as traditional), committee meeting notes outlining faculty roles in approval, design, and implementation of distance education, policies/processes outline the assurance of academic rigor
  • Curricula for the institution’s online learning offerings are coherent, cohesive, and comparable in academic rigor to programs offered in traditional instructional formats.
    • Sample Evidence: Program descriptions and course syllabi, enrollment cap policies, benchmark online curricula with f2f programs and courses, interaction between students and faculty facilitated within the LMS and evidence to show it occurs
  • The institution evaluates the effectiveness of it’s online offerings, including the extent to which the online learning goals are achieved, and uses the results of evaluations to enhance the attainment of goals.
    • Sample Evidence: Program reviews for online courses/programs, accreditation documents, yearly reports, graduation/retention rate plans and reports, assessment office reports.
  • Faculty responsible for delivering the online learning curricula and evaluating the students’ success in achieving the online learning goals are appropriately qualified and effectively supported.
    • Sample Evidence: Personal data and vitas for all faculty paired with programs, faculty training and evaluation, faculty and program handbooks, list of technical and pedagogical training provided with dates and attendance/completion data, faculty evaluation data.
  • The institution provides effective student and academic services to support students enrolled in online learning offerings.
    • Sample Evidence: Technical support hours listed/accessible on the web, readiness quiz and orientation for online students, websites for online access to financial aid, registration, library resources, tutoring, career counseling, etc., student complaint process clearly defined on syllabi, marketing material and websites.
  • The institution provides sufficient resources to support and if appropriate expand it’s online learning offerings.
    • Sample Evidence: Budget trends and projections for distance education, multi-year budget lines showing ongoing funding for resources supporting online learning, scalable technology plans that specifically address online learning, strategic plan for distance education with action items and budget projections.
  • The institution assures the integrity of its online learning offerings.
    • Sample Evidence: Institutional policies on academic integrity explicitly referencing online learning, academic integrity is part of online student orientation, faculty training on academic integrity and pedagogical ways to reduce cheating, academic integrity is addressed in syllabi, student verification and authentication.

Michigan Colleges Online Report

  • MCO – Celebrating 20 Years!
  • Goals to support colleges, share costs and resources, network, provide professional development opportunities and more…
  • The mission of Michigan Colleges Online is “to connect the teaching and student support capacity of Michigan community colleges so learners can access affordable, high quality learning experiences whenever and wherever needed.”
  • In the first year, 47 courses were offered by 12 colleges beginning in the summer 2019.
  • MCCVLC developed Online Course Quality Guidelines and Rubric… this gave birth to Quality Matters in 2000.
  • In 2002, MCCVLC was awarded a FIPSE grant to build orientation resources.
  • Current work includes an MCO OER Initiative – Improving student success and completion, lower costs, increasing cross institution faculty collaboration. oercommons.org/hubs/mco
  • Students have saved over $14 million dollars since the OER initiative began across the community colleges!IMG_3003.jpg
  • Faculty conversations have begun in the following courses: public speaking, abnormal psychology, calculus I & II, physics, sociology, social work.
  • Save the date for October 18, 2019 MI OER SUMMIT hosted by Delta College, University Center, Michigan. Jess Mitchell will be the presenter talking about inclusive design.
  • MCO Accessibility Community of Practice – Share knowledge and review best practices, convene monthly. Monthly meet up on a variety of topics: LMS accessibility, Blackboard Ally, Math course accessibility, REV, ReadSpeaker, etc.
  • MCO Collaborative Programs – MRI, CT, EEG technician certificate programs.
  • MCO Collaborate Purchases
    • Pisces Online Collaboration Platform used for online tutoring, advising, office hours, counseling, etc.
    • Packback is offering a research study opportunity to increase student engagement, grades, and course completion through the support of Packback platform.
    • Additional tools and solutions are available such as: NetTutor, BlackBelt Help, Fit Faculty, …
  • MCO Professional Development – OER, Blue by Explorance, OER 4 Sale!, Advisors Guide to MCO, Using AI supported technology in Online Courses, PISCES, AWS, and more!

SAVE THE DATE – The ETOM Fall Conference will be held
at Grand Valley State University on November 8!

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One thought on “#ETOM19 – Evaluating Distance Education: Are you ready?

  1. Pingback: GVSU attends ETOM Summer Retreat | eLearning and Emerging Technologies @GVSU

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