Evaluating the Quality and the Success of Online Courses

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EADTU Conference - The Open and Flexible Higher Education

Krakow, Poland
Out, 2014

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Evaluating the Quality and the Success of Online Courses

  1. 1. A r _ _i_ r »l . 1"_ _- ». ~~ 1°? 5:. ; V5: ' " Á' . › . 'h 5"; 4' g _ ' N. ; «r 'v j ' "img a e e í iÍesÍLIRr-sa a . r «z ~ , i ; w A . v eu' A, às; _ « v V* _ __ › ç n 't : e 'J . "Í . s '1 "c": :É . . J . ; . , ° . F 4 , r _ , l . f. q v' . ., E_ ~ . _ . . r k 5- F __ 1:1' S __ V. 35h. #- -v . .- , I'N--"' Agp , ' "- J' _ “v ir s¡ . ._. . _ q.
  2. 2. Evaluating the Quality and the Success of Online Courses l / _ AGENIM f- . ... . . l.: .iii. É?PÊÊÉÍÉRÍÍÊEÊPRPÊYIÊÍÍÍÊÊÊTÉÊÊÍÊÊÊPÍPÊ . ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .. . . V( j* Garvin's Quality Dimensions "Í Elements to measure the success of a b-Iearning environment ° Post-graduation in Communication Technology and Businesslnnovation
  3. 3. 4 3; «r x _ L _s_ L . ' 'S' V. , . t_ k' Vv . ("- A* ; a3 , i _xr i, t b-/ earning service success
  4. 4. Technology-enhanced learning Implementation of innovative, authentic and diversified teaching and learning opportunities '0 / U | Pedagogical b-Learnà Institutional m Culture l Institutional Technical
  5. 5. r 8. Perceived Quality - - ¡Zefern 'nrtw fltlñliNi as ¡ietwed ltvi, a »íiisrc-nwàr client nr artist-i: : b-Learning The b-Iearning product/ services Garvin's Quality Dimensions 1, Performance - ls the pflníary iywaiactenstit D¡ õ DTÍJDIJÇÍ D! SÊUXICE - Relé' ii; !lie add ; Iris stipi›lerii›: ›riísor seafcwiitioiai cl'aara: .'e3': a:›ts : Im: *riíIHdHr the ; iioouils 2. Features _ bàñií fiinriioning 3_ Reliability ›. Peter: : to the aiohanilzry m' ivaliliiwctioiwiiw; or failiiwg Wlililfi a -aperifieci pr_ 4. Conformance - Ref-zum me nweasure of a rodutts lite, Isvrrrnicaêl» IÍÍIITGÕIÍIÍ" IS the amount o' use that D i . .sm 5 product before lt pl'I'v'5IE5lÍ'v' ueterzc. .. 5. Durability 5. Serviceability - l: 'eíatetl to the speerl_ izinirwizieierii": aitrl rum; - sif iepalwitg É'JE'i'li'Jr'1lÇlr1Êvl"I - Feature relers 'o a morc- U! ?i'>CIflÉ1l| I'| ÍIll'I| OH about DTOCUC¡ or : emite such a3 the look, !hi- lEEl. Éh'. 7. Aesthetics ste oi the : naell SOUHÇLII.
  6. 6. Performance i- »amiinlinig Is the primary characteristic of a product or service "LJ iai-uniu _-_ ln the Ílfllwkt' (lii'ntii“iuiii)i*ia, i'i; 'iri*i~sli, r in the pedagogical, technical and institutional To ; jiuag . .I quick reply to students &CJlIiÇC-llllllg. tha; liqtfllllltíll. ¡ai*~tl; i_~¡; oygit ? il or in ; titutiiiiiiril 'Í, "“Í»T«Ã, “lii . Ability to bu fast and responsive iultiteti to the ltullllltÇll . JllCl lltglllllllkillell tÇllPltgliL-ILJIT: : . iiid ltllfjl' : iLlpDOtl
  7. 7. Features h a-i-r-iullnis Add-ons, supplements or secondary characteristics that increase the product's basic functioning 'manu-w i-“«. ,t»_l 'rwil ui~ li. rli« moro ¡ntoractivity 'ai tl ~: l 'i i , i ' i: : gi, :Non ; .lii; »i_, ,i il; :v chic: ll. :- possibility to be personalized , HH1WÍlJ H (ineZ%1LW“¡hLJ5" Ifislii e clearobjectivesi wiW-arit_ HM e: : ta: tl e e: lereyi' 'l' q: : i w ii-uii : :W -i 'L lv "l"l_: '_ iiñl 'J il' il iiei_ [H ; iu 'u ii-t-w; i, l›- different learning paths, i . um siiii^iiii a mi Ali; ,. ~i~ t, lVl ri. 'i't«~“i . ,im lli' . tw . lllltl›, l" . ~'i: :« " 'vvwíwrt i_ i. l“ wi Ii» ul: : tl informal learning ri ig. ; *pir liiJli tc-. I, lncenüvesevn~ihvlwe 'HMTHUd~WV ifuualnw
  8. 8. ii u-. a-Iiull-Iz- Reüabüüy Refers to the probability of malfunctioning or failing within a specified period of time lliis. (fltíilltilll. is mon: liÍÍfltÊlÕCl to the¡ physical -. Hulhlrilllx' structure of the system, it lll the iiÉCliITlLéll illliiltfiislüli 'but cai also be agxzilied to the i)zírri; :_i': <>; ;;Ícp: l ; md iristâltztkiiial Cllliltíílfslfàli, (Çüiifdtllijlllitj, the? i)? CiÊ)ç'il_)llll“-/ of tlitrli serixic_táâ›. to 'Âail lt also refers the itiLÚOilÇillLif of maintaining the availability ol the system
  9. 9. Conformance Relates to the degree to which the design and operating characteristics of a b-Learning product meet specifications and establish standards ii ñmeizwaaiae ã ieczatut-x; 4. Conformance l '-5 tíltrélíillli") i3 íàraívzt-Làrzwliísv i ü &Karim-tirar; › i iüs-. .rtancasict-. aitaei 'Digital environment follows the rules of Interface, it is user friendly, easy to use, easy to access and adequate to the target group 'It has followed a pedagogical design and offer an adequated evaluation -Blended methods are adequate and meet the needs of learning and if the workload and schedule are consistent with curriculum and learning objectives -AII tasks and activities are coherent with learning objectives and the assessment is aligned with learning objectives as well
  10. 10. Durability ¡- vr-hlicllnlê The Durability refers to the measure of a product's life '. .i-irciuilliç "lif›ci^iiiití: i|l, ', dtwuííuiiityi i: this» amount of Lise tnãt one** ; jota frorn a prodncl lniftdrii» Et l)li, /“-›ltÍF; 'l¡' (ltfltjl ioigites, It l^t"'i~. )!'*i to the durability O¡ the lPftiltjii ol the) Ilt/ IS. the number ol tírnes vire litfetl to instta] a new . 'l”. “%l()~'i Sornetinie needs to iaroduce : iew vnanutels ant: - to i)lt: “_: '); il'~; f ltllülitilí» to train tutors and teachers, Hit'.
  11. 11. b-Learning Serviceability The serviceability is related to the speed, competence and time of repairing eventual crash (technical dimension) l ' l )f í . . l @reatar-ce a mmgmgy, A ›* 'lt is important to react quickly when a service or p, _ product is broken in order to restore the system ÉSGGJÍÍGJÍHEEÉ -A quick response can become critical in certain f. o r [si, . circumstances, as it refers to the ability to restore the system 6. Serviceability @lààreateímtam/ ›¡
  12. 12. b-Learning Aesthetics Refers to a more personal opinion about a product or service such as the look, the feel, the sound, the taste or the smell ~, -_¡_ , qggmmmm > -It is a matter of personal judgment and a reflection y of individual preferences. lt is related to personal , g rüuigg learning environment and here we evaluate the é flexibility of students to personalize their learning gtiígrgjgjigv, › environment é; @#31313333 › 'Leads us to the learning styles concepts i5 &Emitir; › - lt is important to offer different kinds of material on the same subject and different learning paths in C). sewmnamri › order to get a more diversified and adaptive learning environment 7. Aesthetics lkiíâlwñlCàâEllíiYt
  13. 13. Perceíved quality 'n »amlnllolà How quality is viewed by a customer, client or student ', "na ; Jw-_u ¡smili- . Áx higher user Satisfaction Igguls lu tm im_i«_›. ,i: .lii; .: , ›l, lCl; :;5'; -~ ol Íljtlllllll; t-”, *'; wl_ogl'í'lb Nlotivation Ia . m Impmtiiil' lkaalrlle m unler lü ; lei ; .l| ,li; Í›_-| '1l[~, lllk/ Lnixlíjgi Il| lim; i: u', ~'*»l, rjlfl il' IH imi>fínr"í. 'iiii lu «milLiL-“llli llw overall Satisfaction, enltiyuiluli~ : ~›. p~l'lrri(e. ("I*. v'i~'l]lH »Lirr2~nx. the prliwlíigslnlity to l'r~"l »rjmimemjl i0 UÍilr4l'“« lt ix Íl| :»l'_'! immartruni to lTIvJ-. l,ll'x', " the IsJxwr-l : :ri time saving, CiLÍHiPFÃl( nur (Em . y Iñülílllilll : xml i›~ii'lliiaslr. í›_ríó, r (lw¡7<; i1LiI›. -r¡i*e> “lc ¡: ›~: r-; ».: ~i)lu; ›rl ol *jlLlLitQílLÍu n; ›l. il›; w;l Lo the xrvorlcload ; and ih. ; lilliilhw' ui l; al1'<, - lr: lacw; .Jnrl wyllrlfi'll'Dlí(ÇJllí~ '_. L=: n-1t: llla
  14. 14. Objective Elements to measure the success of a b-learning environment x Categories " T3 Quality 'a I n d i c ator 5 i9 i Technical System speed Speed of provide support Interactivity Personalization Security Functions and menus Support Feature Probabllity to fall Easy access Easy use User friendly Conformance i Adequate to the target group Durability é Serviceability lvlaintenance Pedagogical Timeiv Tutoring Useful Tutoring V Cornrnumcauon iefatures Clear learrvng obiectivss Contents Adiusted to Learning Styles Active Learning Different learning path Accuraie of contents Updated contents Clear contents Useful contents Organizer! contents Smgle unit: o¡ contents SUÍíICQHÍ number of contents Clear evaluation lníormalLearning Probability to tail Pedagogical des gn Blended Nlethodology i5 adequate “Ator-road and Schedule Course Evaíuaton Method Learning Activities are coherent with Learning Obliectiues Assessmentrs ahgned uwth LO Tocfs are based on Learnng outcome: Aqusted Evaluation Institutional Provido ¡uidance service Speed o¡ provide service incentive ior innovation Variety of ways to communicate with students Management Course and complaints Course Information Evaiuation of the course Probabllltyto fall Pre-requisites Êthic
  15. 15. Subjective elements to evaluate the success of a b- learning environment categories _ g g : J 8 a* 3 Quality 'E cio 3 ~ 8 à' 5 " › ' Attractiveness User Satisfaction Use the syüem Achieving Goals Perceive usefulness improving performance PEÍCBÍVEÚ Of quality Effective learning gêãrtãaetgsfêgãn workload demanded y Number of face to face sessions Number of synchronous sessions l Cost-saving Time~saving Suggest use the system Tendency to use the system
  16. 16. Post-graduation in Communication Technology and Business Innovation 1%' Semester C33 : :l E-Leorning Systems I: 'If-gli' : I Distance Communication Technologies _Í_ : I Comouter Securitv 'j' '_' Information Systems E . . : l V* E. '__'. ^_* "" : l Organizational Communication 2M Semester Evaiuation v ___ Session E “'«_'Í_~"Al ___ j Management of technological Projects E j E-Commerce '_ : l Web Technologies tor communication FacêFace 7 Management ot Information Sesswns E ¡í- . _. : l and Knowledge EÍJYI Z Innovation and Organizational Technology Use the web technologies in internal and external communication processes oi an organization; Plan and implomceiit @learning and e Commerce systems; Plan and implement a communicatioiw : system and technology project:
  17. 17. A questionnaire was prepared and delivered to students W categories 1 Quality Indicator V Technical Did you get your personal and professional goals with the course? Do you think that the competences that you got were useful? Did you improve your perfomance ln your workplace? Did you learn effectivety with the course? Pedagogical Were you satisfied with the institutional support? Did you ask for institutional help with the system? Institutional Were you satlsñed on what you got related to the cost-saving? Were you satisñed on what you got related to the Time-saving? would you suggest the use of the system/ course to others? Would you have the tendency to use a b- Ieamíng system again? Was the workload demanded approprtated? Was the number of face tofaoe sessions approprlated? Was the number ot synchronous sessions approprlated
  18. 18. Main Results 8 7 l 6 . 5 I Did you get your personal end professional l goals with the course? I Do you think that the competence: that you 4 " got were useful? I Did you improve your performance in your 3 t workplace? I Did you leem effectively with the course? 2 . 1 N l 7 O I Strongly Dlsegroe Undocidod Agra Strongly Agro¡ Positive attitude towards the e-Iearning process and outcomes
  19. 19. Wereyou satcdied on v. ha'. you got aims'. you : Cx related to th: - related to the CCR-b-i-'i-? it Timêslivmg? 'JJ-are you satuüed on Main Results Would you suggattre course to arm-rs* Wa s t re nirnberoftaze 'Mestre x-. or-cload demanda-d appropriate-J? appropriate-d? 'Mestre ñvñbêfd to faze season: SyHÚTTDHQJS sessions appropriate-d? Suongly Agra-e
  20. 20. Ív uva-Julia: - Results '. 'l. llll. l'›lllel'i“l4llillr -oi-iualiiriioi oi iii. vllllbd. Liciii: iiiu -valisir-iuLiII-iu ln. ÍIHIHJIOJI IIIJIIÍHIIINI lt seems to be important to create a service guidance in order to help students to interact with the institution The institution needs to promote mechanisms to increase the speed of the service offer and some kind of incentive to innovation The institution needs to provide specific training of staff, since this is a course that does not fit the same rule as the traditional ones It is important to create a mechanism that makes sure that all teachers provide a timely tutoring
  21. 21. ¡Iir-Flillllli- Results 'Hi2 iii1.i-'il. .', ii. iu nl. uninlumiul o) ni. solllkw_ nlítlii' Iiiu . .oiiLii-[. ir. I¡I-ii Iii. IinlI-. iI-i» IN-lllílllll-s' As the most learning contents were adapted from the traditional Classroom, they do not include the elements in order to meet the different learning styles, learning paths This scenario enhances the importance of preparing teachers on how to develop online contents and the lack of pedagogical training for online environment The moodle revealed to be a good platform but it is also necessary to offer training on how to adapt the moodle platform to a specific learning context
  22. 22. b-Learning Final Remarks and Future work To promote a reflection about the quality of these practices as well as of the b- learning product offered These may concern the technical, pedagogical or institutional dimension. The framework developed helped to identify the areas to be analyzed and reflected Next step is to inquire teachers and then cross the information to identify other aspects for improvement '
  23. 23. Evaluating the Quality and the Success of Online Courses Paula Peres (pperesçqiscagipppt) Anabela Mesquita (sarmento@iscap. ipp. pt) Paula Peres, Polytechnic Institute of Porto (eripra) / ISCAP (cice/ uie), Portugal Anabela Mesquita, Ijolytechnic Institute of Porto/ ISCAP (cice) and Ptlgoritmi Center (iviinho University), Portugal