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Shannon D. Foster EdTech 523 Dr.

Teresa Dove

Evaluation Plan Introduction to Online Learning


Course Goal Students will be prepared to enter the online learning environment with the needed skills to organize course materials, manage learning time, communicate effectively in a variety of methods, and create and submit satisfactory course assignments. Students will be aware of expectations found in an online learning environment and adjust study habits accordingly.

Purpose of Evaluation
In this evaluation, I wish to evaluate the course design. Course Design Questions Are the course navigation expectations reasonable and appropriate for 8th, 9th, and 10th grade learners? Is there sufficient explanation of the course's structure and expectations? Does the course address netiquette and communications expectations? Does the coach/instructor introduce herself in an appropriate way? Are students given the opportunity to introduce themselves before interacting with course mates? Does the course inform students of the minimum technology and personal skills required to function in the course? Upon completion, does the course give students a better understanding of what it means to be an online learner? Does this course address the additional student expectations found in an introductory online course for students? Does the course prepare students to enter the online learning environment? Does the course give students a better understanding of what it means to be an online learner? Is there sufficient time allowed for students to complete tasks?

Components and Methodology


There will be three student surveys: initial survey, mid-term survey, and end of course survey. There is also a survey specifically written for the school regarding the overall course design. The Introduction to Online Learning (IOL) Initial Survey will determine what students understand about learning in an online environment at the beginning of the course. In the IOL Mid-Term Survey, students will reflect on their expectations and growth as an online learner.

Shannon D. Foster EdTech 523 Dr. Teresa Dove


The IOL End of Course Survey will ask for student feedback regarding personal experiences, course expectations, and coach expectations. The IOL Overall Course Design Survey for Staff and Administrators asks for specific feedback regarding the course design and its appropriateness for 8th through 10th grade learners (the target population).

Instruments
Links to course evaluation student components (Google Forms): Introduction to Online Learning Initial Survey Introduction to Online Learning Mid-Term Survey Introduction to Online Learning End of Course Survey

Link to course evaluation survey for staff and administrators (Google Forms): IOL Overall Course Design Survey for Staff and Administrators

Supporting Research or Standards

According to the iNACOLs (Pape, Wicks, & iNACOL Quality Standards for Online Program Committee, 2011) National Standards for Instructional Design, The course
uses learning activities that engage students in active learning; provides students with multiple learning paths to master; the content is based on student needs; and provides ample opportunities for interaction and communication student to student, student to instructor and instructor to student (p. 10).

In the Research Literature and Standards Sets Support for Quality Matters Review Standards(Quality Matters, 2005), there is an instruments that addresses commonly accepted standards based on empirical studies. The General Review Standard for Section I addresses the course overview and introduction. It states that The overall design of the course, navigational information, as well as course, instructor and student information are made transparent to the student at the beginning of the course (p. 2)

References
Pape, L., Wicks, M., & iNACOL Quality Standards for Online Program Committee. (2011). National Standards for Quality Online Courses (No. version 2) (pp. 1012). Vienna, VA: iNACOL. Retrieved from http://www.inacol.org/cms/wp-content/uploads/2013/02/NACOLStandards-Quality-Online-Programs.pdf

Shannon D. Foster EdTech 523 Dr. Teresa Dove


Quality Matters. (2005, December 5). Research Literature and Standards Sets Support for Quality Matters Review Standards. Quality Matters. Retrieved from

https://www.qualitymatters.org/files/Matrix%20of%20Research%20Standards%20FY05 06_0.pdf