Evaluation Instruments and Good Practices in Online Education

Abstract

Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the Seven Principles for Good Practice in Undergraduate Education, and what other items are addressed in the evaluation of courses. Findings show that national and statewide evaluation instruments were less institute specific and more closely aligned to the principles of good practice, and that evaluation instruments often measure extraneous items (e.g., student services, navigation, resources, or institutional support). Additional findings and conclusions based on the analysis of the instruments are discussed.

Baldwink, S. J & Trespalacios, J (2017). Evaluation instruments and good practices in online education.  Online Learning 21 (2). Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/913 on 2/19/2019.

The Present and Future of Alternative Digital Credentials (ADCs)

EducationDive did a nice quick overview of the role of digital credentials in the future of education. (link to original report below)

The overview and the report review the changing role of credentials in higher education, and how they relate to skills credentialing in society comparing new digital credentials with traditional transcripts.  The report also has an appendices reviewing institutions throughout the world experimenting with ADC's and a list of vendors providing infrastructure for ADC's.

International Council for Open and Distance Education (2019). Report of the ICDE Working Group on The Present and Future of Alternative Digital Credentials (ADCs). Retrieved from  https://icde.memberclicks.net/assets/ICDE-ADC%20report-January%202019%20%28002%29.pdf

Online Course-taking and Student Outcomes in California Community Colleges

Abstract

This paper uses fixed effects analyses to estimate differences in student performance under online versus face-to-face course delivery formats in the California Community College system. On average, students have poorer outcomes in online courses in terms of the likelihood of course completion, course completion with a passing grade, and receiving an A or B. These estimates are robust across estimation techniques, different groups of students, and different types of classes. Accounting for differences in instructor characteristics (including through the use of instructor fixed effects) dampens but does not fully explain the estimated relationships. Online course-taking also has implications for downstream outcomes, although these effects are smaller. Students are more likely to repeat courses taken online, but are less likely to take new courses in the same subject following courses taken online.

Cassandra M. D. H., Friedmann, E & Hill M. (2018). Online course-taking and student outcomes in California community colleges. Education Finance and Policy, 13 (1), 42-71.