Assessing Quality Dimensions and Elements of Online Learning

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Instructional strategies: Instructional strategies are the “plans and techniques that the instructor/instructional designer uses to engage the learning and facilitate learning” (Jonassen, Grabinger, & Harris, 1991, p. 34). Learning technologies: Learning technologies are the tools through which instructional strategies are operationalized. Delivery mode: Delivery mode is the method in which learning activities, interactions, and course events are supported through the use of Internet and Web-based technologies and are characterized as Web-only, Hybrid, Web-Enhanced, or Web- Supported. Web-only delivery mode: The researcher defines Web-only delivery as a method in which 80% or more of instructor and learner(s) interactions with each other and content are designed for online delivery. Hybrid delivery mode: The researcher defines Hybrid delivery as a method in which 25% to 79% of the instructor and learner(s) interactions with each other and content are designed for online delivery. Web-enhanced delivery mode: The researcher defines Web-enhanced delivery as a method in which 1% to 24% of the instructor and learner(s) interactions with each other and/or content are designed for online delivery. Web-enhanced courses use web-based technology to enhance courses designed as face-to-face course. Web-supported delivery mode: The researcher defines Web-supported delivery as a method in which the use of web-based technologies for the purpose of posting syllabi, assignments and/or resources or to serve as a means of communication about content 23
when learners and instructor are separated during internship or practicum coursework. For either case, learning is predominantly in a face to face environment with web-based technologies supporting face to face interactions. Quality in Online Learning: Quality in online learning is a focus on student learning and the variables enabled by learning technologies that contribute to learning (Meyers, 2002). It is the presence of quality dimensions instantiated by quality elements designed in an online course to bring about meaningful learning. Quality Dimensions: Quality dimensions are the aspects of online learning which inform online quality. Instructor-learner interactions, learner-learner interactions, learner- content interactions, learner-interface interactions, learner-instructional strategies interactions, and social presence describe the features of quality online learning. Quality Elements: Quality elements are the variables reported in the literature and considered to be factors that contribute to quality online learning experiences. Summary This chapter provided an introduction to the topic of online learning quality addressed in this study. The background of the problem was presented including issues pertaining to the implementation and quality of online learning in higher education. The problem relating to assessing online learning environments in higher education was stated and research questions addressing the problem were introduced. The scope of the research, the conceptual framework, and researcher’s perspective, and definitions of important concepts used in the study were also included. 24
Page 1 and 2: Assessing Quality Dimensions and El
Page 3 and 4: DEDICATION To my husband, Mark B. H
Page 5 and 6: TABLE OF CONTENTS Page List of Tabl
Page 7 and 8: Frequency of Quality Elements Used
Page 9 and 10: 4.19. Regression Analysis for QE Co
Page 11 and 12: ABSTRACT ASSESSING QUALITY DIMENSIO
Page 13 and 14: determine which dimensions contribu
Page 15 and 16: of the institution, and even to pro
Page 17 and 18: Online Learning in Higher Education
Page 19 and 20: 6. Internet and/or Web-based techno
Page 21 and 22: learning is realized through carefu
Page 23 and 24: Quality Defining quality of learnin
Page 25 and 26: of online discussion, quality and t
Page 27 and 28: increasing concern. Students are no
Page 29 and 30: Therefore, this study is framed by
Page 31 and 32: Significance of the Study The study
Page 33 and 34: (1993) stated, “The practitioner
Page 35: was available in an electronic form
Page 39 and 40: 2. Review of Literature Introductio
Page 41 and 42: Trends Online Learning in Higher Ed
Page 43 and 44: and well-known (Schiffman et al., 2
Page 45 and 46: advantages of online instruction: (
Page 47 and 48: esearch indicates that teacher-cent
Page 49 and 50: terms frequently used in the litera
Page 51 and 52: 1. Globalization and learning as a
Page 53 and 54: Duguid, 1989; Lave & Wenger, 1991;
Page 55 and 56: Commercial CMSs were developed to m
Page 57 and 58: online environment which allowed th
Page 59 and 60: definitive research regarding the p
Page 61 and 62: through a “strong content validat
Page 63 and 64: Cleveland-Innes, 2005; Rovai, 2003;
Page 65 and 66: face to face courses. The researche
Page 67 and 68: environments, online instructors mu
Page 69 and 70: Students who received personalized
Page 71 and 72: Runnels (2004) developed a rubric t
Page 73 and 74: Learner-learner interactions also s
Page 75 and 76: participate in order to meet course
Page 77 and 78: interaction with content is possibl
Page 79 and 80: (2000) found that requiring student
Page 81 and 82: Learner-Interface Elements of Desig
Page 83 and 84: identifies strategies grounded in c
Page 85 and 86: 1. Authentic activities have real-w
Page 87 and 88:
elation to readings and to structur
Page 89 and 90:
Workman and Stenard (as cited by Ro
Page 91 and 92:
123). Some learning groups choose t
Page 93 and 94:
Encouraging students to share their
Page 95 and 96:
applied disciplines preferred onlin
Page 97 and 98:
for the best deal” (Howell, et al
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frustrated by inconsistent course d
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grounded theory research. Data coll
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3. Methodology Research Questions T
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5. Which quality dimensions contrib
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comparable to at least two dozen un
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Institute for Advanced Study. The I
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courses and hybrid courses. The gen
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Table 3.1 Tenure Status of Instruct
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Table 3.3 Number of Courses Publish
Page 117 and 118:
Instrumentation Quilter and Weber (
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Quality elements were identified an
Page 121 and 122:
The response options for students
Page 123 and 124:
Inventory. Although the University
Page 125 and 126:
A total of 187 forms were completed
Page 127 and 128:
Table 3.9 CHSS FOCI Report Rank N W
Page 129 and 130:
Table 3.13 CVPA FOCI Report Rank N
Page 131 and 132:
Table 3.16 Summary of Online Learni
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The researcher provided contact inf
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use when differences between all gr
Page 137 and 138:
Finally, Web-only courses were not
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4. Results Introduction Over the la
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Course identification number was us
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ated highly by the majority of stud
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Table 4.2 Means of Overall Quality
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online courses. Interestingly, “o
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The frequency of learner-learner qu
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Quality elements of learner-content
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The data collected on the frequency
Page 155 and 156:
The data on frequency of use of lea
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Elements of quality for social pres
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RQ 3: Is there a difference in univ
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etween full time and part time stud
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Table 4.11 ANOVA: Overall Dimension
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The third hypothesis of RQ4 stated,
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Table 4.14 Regression Analysis for
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
166 Table 4.20 Summary of Quality E
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each dimensions were used in online
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5. Discussion and Recommendations S
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commonalities and distinctions were
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Enrollment in Online Courses The ma
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such as online quizzes and tests an
Page 191 and 192:
technologies, and instructional str
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Based on the findings, a variety of
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Other researchers have addressed th
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the analyses conducted in this stud
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Recommendations As a result of the
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Finally, separating Web-only from h
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Appendix A SCHEV peer institutions
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Instructor-Learner Interactions (IL
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11. Conversational tone from the in
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27. Relevant and meaningful online
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41. Freedom to explore and inquire
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57. Working hyperlinks Dimension Ob
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Appendix D 202
Page 217 and 218:
204
Page 219 and 220:
206
Page 221 and 222:
208
Page 223 and 224:
210
Page 225 and 226:
212
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Appendix E 214
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Appendix F Email to faculty request
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Dear George Mason student, Appendix
Page 233 and 234:
REFERENCES 220
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American Distance Education Consort
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Campbell, T. (2006). Evolution and
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Dawson, S. (2006). A study of the r
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Georgina, D. A., & Olson, M. R. (20
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Hughes, S., Wickersham, L., Ryan-Jo
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Larreamendy-Joerns, J., & Leinhardt
Page 247 and 248:
McPherson, M., & Nunes, M. B. (2004
Page 249 and 250:
Perold, J. J., & Maree, D. F. (2003
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Russo, T. C., & Campbell, S. W. (20
Page 253 and 254:
Stewart, I., Hong, E.,& Strudler, N
Page 255 and 256:
Wagner, E. D. (1994). In support of
Page 257:
CURRICULUM VITAE Dawn M. Hathaway g
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