QualityInOnlineLearningWord文档格式.docx
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tothemorecomplexchallengeof"
howwell?
"
ThispapersummarizestheresultsofanationwideempiricalstudyperformedintheUnitedStates,inanefforttosystematicallyidentifythefactorsthatdeterminethequalityofe-learningcourses.Ourinvestigationssoughthowtodesignqualityintoweb-enhancedcourses,howtoensuredeliveryofaqualitysupportsystemforonlinelearners,andhowtoassessthequalityofonlinecourses.Thisisthefirstinaseriesofreportsontheoutcomesofthisinvestigation,andhowtousewhatwelearnedabouthowtoensureandassessqualityinweb-basedlearning.Thisfirstreportfocusesoninstructionaldesignofqualitycourses.
Introduction
Afterreviewinghundredsofstudiesoneducation,LionGardinerconcluded:
[W]henwesubjectthequalityofourcollectiveworkaseducatorstothesamecloseexaminationwedemandinourdisciplines,wefindasubstantialbodyofevidencethatclearlydemonstratesacrisisofeducationalqualityinournation'
scollegesanduniversities.¡
Weneedtobeginimmediatelytoassess,evaluate,andimprovethequalityofourwork."
Gardinerfurtherexplainsthat,bycombiningbest-practiceinstructionaldesignmethodswithInternettechnologies,itispossible（butnotnecessarilytrue）thatmuchgreaterhigher-orderlearningandhigher-valueeducationaloutcomescanbeachieved.
Onecontextualchallengecoursedevelopersfaceisthatqualityisnotsolelyanintrinsicfeatureofacourse;
butisexpressiblethroughtheviewpoints,values,andneedsofthecourseconsumer,whetherheisastudent,aninstructor,adepartmentchair,anacademicvicepresidentorfinancialofficer,aninstitutionalplanner,oracorporatehumanresourcesdirector.Thereisnoonechecklistbywhichwecandesignorevaluatequalityinacourse.Wemustmakeexplicittheviewpointfromwhichthecourseisbeingassessed.Inthesecondsectionofthispaper,wewillsummarizethecriteriaforqualitynativetothesedifferentconsumerviewpointsandthoroughlyanalyzecoursequalityasviewedfromtheperspectiveofthestudentconsumer.
Simplyput,itisverydifficulttodesignandjudgecoursequality.Weknowthisfromtheproliferationofthousandsofmediocreonlinecourses.Fromtheeducationalresearchliterature,weareoftengivenguidingprinciplesthataretoogeneraltobeinstructiveatthelevelofclassroompracticeandcoursedesign.Makingclass"
happen"
inaweb-basedenvironmentissonew,anddifferent,thatneitherbroadprinciplesnornarrowlyprescriptivepracticesarehelpfulwhenwesitatacomputerandtrytoreinventourteachinginthisnewenvironment.
Afterall,ifaninstructorwhoundertakestodesignaweb-basedclassistold"
Followtheprincipleofgivingfrequentfeedbackintheformofformativeassessments,"
hewillsay"
Youhaven'
thelpedmeabit;
Ialreadyapplythatprincipletomyclassroom-basedclass.If,ontheotherhand,youtellhim"
Requirestudentstoe-mailyouasynopsisofeachweek'
sreading,"
youhaven'
thelpedhimeitherbecausethatcourseprocessmayneitherapplytocoursenorcomplementhiscoursedesign.
Iftheconceptofdesigningandevaluatingacoursebynarrowprescriptiveformulaeismisguided,what'
saninstructortodo?
Inourinvestigation,wefoundmanycategoriesofgoodexperience-provenpracticalideasthatseemedtosortthemselvesintothreebasiclevelsofguidanceforqualityonlinepedagogy:
principlesoflearningscience;
practicesininstructionalartistry;
andapplicationsofonlinesystems.
Theinstructor'
sbeststrategyistoarmhimselfwithafewsturdyprinciples,tobeguidedbyatranslationoftheseprinciplesintopracticeseffectiveinaweb-basedenvironmentandtothinkcreativelyallthewhileusingspecificapplicationmethodsasapointofreference.Atsomelevel,theinstructormustdopreciselywhateachstudentmustdoandteachhimselfbydrawinginferencesandextendingfromtheknowntotheunknown.Thequalityoftheinferencesandextensions,however,canbepositivelyinfluencedbythesolidityoftheprinciplesandthequalityoftheillustrationsusedasguides.
Principles,practices,andspecificapplicationssortthemselvesoutalongascaleofspecificity:
¡
ì
Aprincipleisapplicabletonearlyanyformallearningsituation,independentofthedeliverymedium.Thatisbecausethese"
principlesoflearningscience"
deriveprimarilyfromcharacteristicsoflearnersandthefunctionsofhumanbrain-learning,andnotfromthespecificcoursenorthemediumofcoursedelivery.
Apracticeismanifeststhe"
artofinstruction"
withinandsuitedtoaspecificmodeofdelivery.,classbased,online,mixedmode）.Practicesintheartofinstructionreflectamergingoflearningscienceprincipleswiththeartistryofinstruction.
Anapplication（oflearningscienceprinciplesandinstructionalartistry）isspecifictoaparticularcourse,withinaspecificdeliveryinfrastructure.
Principles,practices,andapplicationscanalsobeindexedbydegreeofprescriptiveness.
Atthefoundationofthepyramid,therearefewerprinciples.Wecanmorereadilyenumeratemajorprinciplesoflearningsciencethatbroadlyaddressthefoundationuponwhichmostalllearningisbased.Theyarelessspecificallyprescriptive.Practicesaremorespecific,andtheyapplytoaparticulardeliverymedium.But,theyarestillsoabstractastoalmostdemandexperiencedexpertiseinordertoutilizetheminanyconcreteway.Onthelowendofthespectrum,methodsareimmediatelyapplicable.Buttheyaresonarrowlyspecificthattheyareinnumerable.infeasibletosimplypresentacompleteenumerationofallpossiblemethodsthatmightbehighlybeneficialtoaspecificlearningactivity.
Theabundanceofspecificmethods（learningactivities,"
assignableunits,"
projects）bywhichyoumayassurethesuccessofagivenpracticeandtheapplicationofagivenprinciplewillbewilderyouifyouseekasimpleformulatoanswerthequestion"
WhatdoIdotocreateandassessqualityine-learning?
Approach
Thispaperreportsfindingsdevelopedaspartofanationwidestudyofqualityinweb-basedandweb-intensivelearning.Thestudyisongoing,andaddressestheinstructionaldesignofqualitypedagogy,qualityassuranceincoursedelivery,andassessmentofqualityinexistingcourses.
Thisstudydoesnotinvolvebasicscientificresearch,butwehavereliedheavilyonthescientificandeducationalresearchliterature.Researchtopicshaveencompassedneurophysiologicalandneuropsychologicalfactorsunderlyinghumanmemoryandlearningprocesses.Secondly,thestudyhasalsoinvestigatedbasicandappliedresearchoninstructionaldesignmodels.Third,wehaveincorporatedmuchpracticalknowledgeofthecurrentstateoftheartininstructionaldeliverysystems.Fromthesethreefoundationsofinvestigation,theoverallstudyisbasedon"
thescienceoflearning,theartofinstruction,andtheapplicationofsystems."
Thisinvestigationwasbeguninformallyin1994,andcontinuedassuchuntilaformalnationalinvestigationwaslaunchedinNovember1999.Theplanofinvestigationhasinvolvedaverylabor-intensiveprocessoftargetedinformationcollection.（Wewantedtoavoidthecommonpitfallsinoverlyhomogenizedfindingsfromamonolithicsurveyofunknownsources.）Besidestranslatingbasicresearchintolearningscience,ourapproachhasbeentocarefullyidentifyexpertsinthefieldwhobringbothlearnedexpertiseandpracticalapplicationexperiences.Therefore,theprocessofsimplyidentifyingtheseexpertshasbeenakeyelementofthestudy.Wehavelurkedonnationallistserv'
stoidentifyexperts,andtopickupnewideas.Wehavefollowedupwithmanyofthem,inconductinginterviews.Wehaveorganizedroundtablediscussionsandpanelsessionsattheleadingnationalconferencesandthenfollowedupwithemailswiththoseparticipants.Wehaveexaminedonlinefacultyguidesfromleadinginstitutions,andonlinecourse-sitesoninstructionaldesign,andfollowedupwiththeirauthorswherethatseemedhelpful.Notsurprisingly,oneofthemostinformativesourcesofideasandexemplars（bothpositiveandweak）hasbeenmanyonlinecoursesitesthemselves.Inall,thestudyhastodateinvolvedseveralhundredpagesofresearchliterature,hundredsoflistservpostingsandfollowupemails,overonehundredactualonlinecoursesites,hundredsofconferenceattendees,anddozensofinterviewswithindividualexperts.Thisinvestigationisongoing,andfurtherfindingsareindevelopmentforreleaseinsubsequentOFSOLUTION:
Learningscienceyieldslearningprinciples,andtheseprinciplesstandwithoutneedforreferencetomodeofdelivery.Theseprinciplesderivefromfeaturesofthehumanbrainandcharacteristicsofhumanlearning.Theydonotderivefromthefeaturesandcharacteristicsofagivencourse.
Further,indesigninganycoursewemustkeepinmindthatknowledgeisnottransmitted;
itisconstructed.Learninghappensinthebrainofthestudent,andnotnecessarily"
ontheweb"
orinclassat10:
32.orviainteractivevideo.
Inourfindings,welistanddefineninelearningprinciplesbeforetranslatingeachoneintopracticeseffectiveinaweb-basedenvironment.Wethendescribeanapplicationmethodforeachprincipleandpractice,toillustratehowalloftheseprinciplesandpracticesofcoursequalitycanbeincorporatedintotheinstructionaldesign.
Exogenous（Uncontrollable）FactorsThatAffect"
ApparentQuality"
Courseoracademic-program"
qu
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