Evaluating Teaching and Learning at a Distance Ch. Objectives

4.1 Differentiate between research and evaluation.

When differentiating between research and evaluation one must know what they mean. Research produces generalizable knowledge, scientific inquiry based on intellectual curiosity, advances broad knowledge and theory and controlled setting while evaluation judges merit or worth, policy & program interests of stakeholders paramount, provides information for decision-making on specific program, conducted within setting of changing actors, priorities, resources, & timeline.

4.2 Define evaluation.

Evaluation, as contrasted to research is the systematic investigation of the worth or merit of an object. Evaluation of programs is used to identify strengths and weaknesses well as the benefits and drawbacks of teaching and learning online. There are five steps when discussing evaluation and distance education which are reactions(did they like it), learning(did they learn it), transfer(will they use it)results(will it matter) and return on investment.

4.3 Explain the six categories of evaluation information: in measures of activity, efficiency, outcomes, program aims, policy, and organizations.

The six categories of evaluation information are measures in activity (questions such as how many courses were produced and how many students were served), efficiency (questions include how many students successfully completed the course and what was the average students workload how much did the course cost), outcomes (measures of adequate learning and documenting the borrowing and use of courses and course materials), program aims (surveys of learners), policy and organizations (evaluation).

4.4 Describe the AEIOU approach to evaluation and its five levels—

accountability, effectiveness, impact, organizational.

Accountability is defined as did the project planners do what they said they were going to do, effectiveness is how well done was the project, impact  is did the project, course, or program make a difference, organizational context which means what structures, policies or events in the organization or environment helped or hindered the project in accomplishing its goals and unanticipated consequences which is what changes or consequences of importance happened as a result of the project that was not expected.

Evaluating Teaching and Learning at a Distance URL's

http://crlt.umich.edu/resources/evaluation-teaching/methods

This article is about evaluation of teaching can have many purposes, including collecting feedback for teaching improvement, developing a portfolio for job applications, or gathering data as part of personnel decisions.

http://www.euromedinfo.eu/evaluating-teaching-and-learning.html/

This article was informative because it goes in to detail about the goal of evaluation to see if the student has learned what was being taught. It also discusses the role of documentation which promotes communication.

http://www.learningandteaching.info/teaching/evaluation.htm

This article goes in depth about evaluation which is the key to the improvement of teaching: if you do not review what you have done and achieved, how can you know how to improve it? The most important thing to know is that evaluation is to teaching as assessment is to learning.

Evaluating Teaching and Learning at a Distance Definitions

1.    . Effectiveness is when evaluators conduct interviews and focus groups to determine what impact the availability of the ICN had on classroom education.

2.    Measures of efficiency are defined as measures of efficiency are closely related to measures of activity, and often administrative records can be the source of efficiency information.

3.    Accountability is when evaluators check records, interview staff, and visit classrooms to determine if the status of the development of the ICN, both as a physical system and as a tool used by teachers to deliver courses to distant learners. The accountability focus shifted during the project as its activities shifted from construction to implementation and finally to maintenance.

4.    Measures of activity are measures that count the numbers of events, people, and objects. Administrative records often provide data for activity questions.

5.    The six components of evaluation is teaching and learning, developing a community of learners, the instructor, the student, implementation of the course, and technology use.

6.    It is important to know that an evaluation plan must provide accountability, effectiveness, impact, organizational context and unanticipated outcomes.

7.    Measures of program aims is when some distance teaching programs specify their aims in terms of what and whom they intend to teach, and evaluation information is collected to establish the extent to which these aims were met.

8.    Measures of outcomes are measures of adequate learning are usually considered the most important measures of outcomes of distance education activities.

 10. Measures of organizations are important to evaluate in a distance education institution in terms of its internal organization and procedures. Evaluators sometimes are asked to monitor the process of course development or program delivery to help an organization be more efficient.

Evaluating Teaching and Learning at a Distance Prezi

https://prezi.com/lyaxmgmgh520/evaluating-teaching-and-learning-at-a-distance/

Managing and Leading in a Distance Education Organization Ch. Objectives

4.1 Describe the functions of a distance education administrator in each of the four subsystems of a distance education system.

The administrative functions are to provide strategic leadership and direction, conduct program analysis, maintains the organizational website ensures availability and responsiveness for all student support requirements  and ensures fiscal responsibility for online courses and programs.

4.2 Describe the major national, regional, and local issues that affect distance education programs.

The things that affect the different levels are financial aid, how distance education is being taught and telecommunications.

4.3 List and explain the significant areas of cost in the development, delivery, and evaluation of distance education programs.

Distance education is expensive. Personnel costs typically are the majority of the total budgets for distance education programs. Even if these costs are prorated portions of the organizational budget, they can be extraordinary, depending on the size of the program. When budgets get cut development and delivery was cut first.

4.4 Describe a successful program for training faculty to teach effectively in a distance education environment.

A successful and effective curriculum should include the unique attributes and needs of distance learners, assessments of students at a distance, course evaluation, course management factors such as office hours, course instructional design for distance delivery and effective use of embedded technologies.

4.5 Explain how the federal and state governments and accreditation agencies evaluate distance education programs.

Their primary emphasis is on program quality, to protect the public from diploma mills. The federal government evaluates it by student financial aid, copyright, school and public access, and data gathering. The state governments evaluate it having students participate in lab or clinical at an in state site and the instruction participates in in-state college affairs. The regional accreditation agencies in particular are rapidly becoming distance education administrations best friends in promoting distance education and upholding quality standards.

4.6 Explain how access and accessibility issues should influence distance education programs.

The web can be an important tool for disabled students. Students at a distance, however, can be  a greater disadvantage if they are without easy access to campus based disability resources and advocacy for accessible web resources.

4.7 Explain how intellectual property issues should be addressed at the local level.

In the absence the ownership of online courses or course materials developed by a teacher should be specified in the employment contract or collective bargaining agreement. The best thing to do before questions become issues is to develop an organizational intellectual policy to which all parties agree.

Managing and Leading in a Distance Education Organization URL's

http://www.facultyfocus.com/articles/distance-learning/distance-education-administrators-face-unique-challenges/

This article is about how many distance education administrators must constantly juggle concerns about academic integrity, technology, and student access, along with campus politics and their own learning curve. They are also affected because of lack of power, loss of autonomy, and staff concerns.

http://cde.athabascau.ca/syllabi/mdde605.php

This article discusses the role of planning and management in distance education and what is expected of the student.

http://sydney.edu.au/education_social_work/professional_learning/resources/papers/StanleyG_06_SustainableLeadership.pdf

This article is talking about how planning changes is always easier than implementing it. It states that data and analysis are essential elements as a base for planning change.  It goes in depth on how educators are a critical community and will require engagement with their criticism throughout the process.

Managing and Leading a Distance Education Organization Definitions

1.Course Subsystem covers a range of responsibility than the design and development of courses, although these are the primary functions.

2. Intellectual Property Rights related to online courses and the media embedded within are a significant issue in distance education. The essential concerns are ownership of components of online courses and rights.

3. A distance learning leader has competence in knowing, designing, managing, leading, and visioning distance education.

4. A Distance Learning Leader is one capable of action who guides an organization’s future, its vision, mission, goals, and objectives. The leader guides the organization and its people who have faith in the leader, and have a clear understanding and acceptance of the organization.

5. The Costs of Distance Education is expensive, it costs range from basic operation of the administrative office for distance education to faculty salaries to instructional design and technical support personnel to student support personnel to the delivery technology infrastructure. Personnel costs typically are the vast majority of the total budgets for distance education programs.

6.   Compensation is a related issue because of the extra workload, many faculties feel that teaching distance education courses should rate additional compensation or as an alternative they may seek released time that they can dedicate to course development and delivery.

7. The rights of students are an important concern of distance education managers.

8. Constant communication with students is imperative throughout a distance education course.

9. Work for Hire is an important part of the intellectual property rights debate. Under work for hire, if an employee creates a work during the course of her or his employment, the copyright of the work normally belongs to the employer.

10. Distance Education Policy is known as the policy development and implementation, it is an important topic to be addressed when an organization considers offering distance courses and programs.