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RUNNING HEAD: ISTC 603 Evaluation of Instruction

Evaluation of Instruction of ISTC 603 using Towson’s Gold Review Standards

Samantha Ritts and Jessica Baker

ISTC 603

Towson University
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RUNNING HEAD: ISTC 603 Evaluation of Instruction
Introduction

We chose to use the Gold Review Standards provided by Towson University as

our course evaluation tool to review the Instructional Technology 603 (ISTC 603) course

for Fall 2021. The purpose of a course evaluation is to fulfill accreditation requirements

and to provide a means for reporting course and instructor effectiveness. (Simonson,

Smaldino, Albright, Zvacek, 2019).

Audience

The audience for this specific course consists of graduate students enrolled in

the instructional technology and education technology programs at Towson University.

This course is a completely online course therefore students and the instructor are

geographically remote.

Description of instruction and subject matter

The ISTC 603 course is an online graduate level course that provides instruction

on the teaching strategies, technologies, learning styles and instructional design

principles with relation to distance-based and online learning. This course also provides

instruction in the areas of contemporary research, theories, practices, and critical issues

relevant to the field of Distance Education (Li, 2021). Students can expect to learn

material consistent with the following: teacher and learner traits associated with

distanced education, understanding the research trends associated with distance

education, and understanding the benefits and areas of need within the field of Distance

Education.

Instructional goals
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RUNNING HEAD: ISTC 603 Evaluation of Instruction
The ISTC 603 course syllabus provides 6 learning outcomes (objectives) for

students.

Learning Objective #1: Students will be able to describe distance education, opportunities,
challenges and potential based on current and historical research.

Learning Objective #2: Students will be able to exchange ideas and concepts about the role,
characteristics, theory and research on distance education through the lens of community building.

Learning Objective #3: Students will be able to compare and contrast teaching and learning in
traditional versus online learning environments based on current and historical research, practice
and experiences. Consider instructional strategies to support student success in distance education.

Learning Objective #4: Students will be able to describe and evaluate your instructional practices
and processes based upon current distance learning standards.

Learning Objective #5: Students will be able to review and evaluate current original research in the
field of online learning and teaching. Share perspectives on impact and application of results.

Learning Objective #6: Students will be able to evaluate an online instructional unit through the
lens of educational theory, research and current online teaching standards (Li, 2021).

Digital tools used in instruction

The ISTC 603 class used Blackboard as its online learning platform. Within

Blackboard, students could easily navigate the online course simply by referring to the

navigation platform and course syllabus. The Blackboard course featured discussion

boards for collaboration and communication and Zoom for live instruction and/or

communications such as meeting with class peers and the instructor. The online course

also provided digital access to Towson Cook Library and Media database. This allowed

students access for research and development purposes in order to complete given

assignments. The instructor provided a variety of links to online research articles and

books, as well as videos related to course content to further student knowledge in the

field of distance education.

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RUNNING HEAD: ISTC 603 Evaluation of Instruction
Students were able to demonstrate their knowledge of content using a variety of

digital media platforms including PowerPoint, Prezi, Screencast, Visme, PowToon,

Canva and a variety of other presentation medias.

Defense of Gold Review Standards

We chose to use Towson University’s Gold Review Standards for a variety of

reasons. The simplicity of the Gold Review Standards makes it easily accessible, easy

to read and navigate for new users being the standards are provided on a one-page

document. The evaluation tool contains 8 overarching standards with a number of sub-

strands within each standard, for example: Standard 1, 1.1, 1.2, 1.3, etc.

Towson University customized the standards for this evaluation tool using Quality

Matters (QM) Rubric Standards, another reason it’s a credible source to use as an

evaluation tool. Quality Matters provides a rubric for courses, including the course

overview, learning objectives, assessment and measurement, instructional materials,

learning interaction and engagement, technology, learner support and accessibility

(Simonson, Smaldino, Albright, Zvacek, 2019). These rubric standards are supported by

literature reviews of online learning research curated within QM’s database – this is

updated and reviewed every 3 years to ensure the most current and relevant data and

research. QM considers best practices by utilizing the experiences and knowledge from

both course developers and instructors. They utilize the Online Teaching Skills Set in

addition to General Standards to develop competencies for online instruction. In order

for any organization’s standards to meet QM’s expectations, they must meet above 85%

of QM’s Rubric Standards and expectations to certify an organization/institution’s

standards.
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RUNNING HEAD: ISTC 603 Evaluation of Instruction
The Towson Gold Review Standards feature 8 main standards: Course Overview

and Instruction, Learning Objectives, Assessment and Measurement, Instructional

Materials, Course Activities and Learner Interaction, Course Technology, Learner

Support, Accessibility and Usability. Each sub-standard is rated on a 3 – point scale

where each standard cannot receive lower than an 85%. For example, Standard 1

(Course Overview and Introduction) has a total of 14 points that can be earned. Should

the standard receive less than 12 points (< 85%) the course would need to be revisited

for redesign in order to receive an 85% and be credited and assured by Quality Matters.

This ensures online courses are consistently under review and students are reassured

they are receiving the support they need in the online courses they take at Towson

University. Overall, Towson’s Gold Review Standards have undergone extensive

research and revision, therefore this evaluation tool serves as a credible source for

student online course evaluations.

Application of Evaluation Tool in Review of Instruction

Evaluation of ISTC 603 using Gold Review Standards

Evaluation of Foundations of Distance Education (ISTC 603)

Course Overview and Introduction

For this first cluster of standards, the course Foundation of Distance Education

(ISTC 603) scored13 out of 14 possible points on the evaluation tool. This course is

designed using Blackboard, a learning management system. The students are directed

to begin the course using the “Start Here” page that welcomes the students, introduces

the instructor, and outlines the course components and structure. This section also

defines a worthwhile post and provides advice for succeeding in a distance education
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RUNNING HEAD: ISTC 603 Evaluation of Instruction
course. The “Start Here” section also informs students on the necessity of reading the

course syllabus and schedule to inform the students of the expectations and pacing of

the course. The instructor provided announcements to communicate upcoming due

dates and clarify assignment or course instructions. The standard that did not receive all

possible points is “1.5 *All technology requirements are clearly stated and instructions

for use provided.” (Towson University & Quality Matters, 2016). We scored this standard

as 1 point out of 2 since the course syllabus explains the technology that is required, a

computer with access to the internet and a webcam and microphone, however the only

assignment that includes the use of a required web 2.0 tool, the Ice Breaker Activity,

has minimal directions on how to use the website (Li, 2021). This may be because

many students enrolled in this course have taken another distance education course

with this same instructor who included the web 2.0 tool, VoiceThread, in that course as

well. The instructor may have felt that many students already knew how to use the

website or could use this assignment to gain experience using this tool. However, some

students may have needed more in-depth instructions to help them navigate and utilize

the tool effectively to introduce themselves to their classmates.

Learning Objectives (Competencies)

For this cluster, we evaluated the course and concluded that it meets all the

standards related to student learning objectives. Therefore, we scored this section as

earning all 15 of the possible points. Our evaluation proved that the learning objectives

are clearly stated in the syllabus and all course modules. The objectives are written

from the learners’ perspective to clearly state the intended learning of each module

within the course. The assignments were directly related to specific objectives of the
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RUNNING HEAD: ISTC 603 Evaluation of Instruction
course and were successfully utilized to measure students’ success of the intended

learning. Each module is designed by explicitly stating the learning objectives and goals

as well as the student expectations, readings (materials), and related learning activities

used to measure student success of the course content (Li, 2021). These components

of the course allowed us to successfully rate this cluster of standards as meeting all the

possible points on the rating scale.

Assessment and Measurement

In this course, student success of the learning objectives and goals is measured

through the completion of the specific learning activities explained in each course

module. Each assignment is tied to a specific objective(s) that is explained on the

course module page in Blackboard. Each assignment provides a rubric that guides the

learners to understand the expectations of the assignment with connections to the

learning objectives. These assignments also directly correlate with the grading policy

and list of assignments in the course syllabus (Li, 2021). In order to track their progress

of the learning, students can access their grades and feedback in the “My Grades”

section on Blackboard. Additionally, the instructor provides feedback through email

and/or course announcements. Overall, we evaluated the Blackboard course and

scored this cluster as successfully meeting all the related standards earning 13 out of

13 possible points.

Instructional Materials

In each module, the instructional materials include posted learning objectives,

student “To-Do” lists, required readings, optional media resources, and the module’s

learning activities or assignments. The instructional materials provided give the learners
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RUNNING HEAD: ISTC 603 Evaluation of Instruction
access to the intended learning of the specific module. Instructions are provided with

each instructional material, however the materials included that are intended to provide

access to the content are explained with minimal directions such as “read the article” or

“watch the videos” (Li, 2021). Additionally, the learning assignments explain how to

incorporate the required materials, typically readings, to demonstrate understanding of

the learning through completion of the assignment. Since there are minimal directions

for the required materials needed to access the learning, we deducted one possible

point for standard, “4.2 Guidance is provided regarding how the instructional materials

are to be used to support learning activities or is evident.” (Towson University & Quality

Matters, 2016)

As previously stated, the instructional materials provided to students to access

the learning of the objectives are typically readings of scholarly articles and journals.

The instructor also provides optional media resources to further student learning and

understanding. These media resources are exclusively videos from LinkedIn or

YouTube (Li, 2021). Other multimedia resources were implemented through the

learners’ use of various web 2.0 tools to demonstrate and present their learning of the

objectives. Since the instructional materials used for students to access the learning

content was limited to scholarly readings and videos, we deducted a point for the

standard “4.5 A variety of instructional materials is used in the course,” providing an

overall score of 7 out of 8 possible points for the Instruction Materials cluster of

standards on the evaluation tool (Towson University & Quality Matters, 2016).

Course Activities and Learner Interaction

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RUNNING HEAD: ISTC 603 Evaluation of Instruction
In this course, each learning activity or assignment is designed to address one of

the six learning objectives for the course. With the completion of each assignment, the

learners are instructed to review respond to at least two peers’ work in an effort to build

upon each other’s knowledge and exchange ideas. The instructor emphasizes the

importance of building a community of learners periodically throughout the course

through announcements. Through the syllabus and the Blackboard course, the

instructor explains how to respond to peers appropriately. The assignments promote

active learning by providing various learning tasks such as discussions, scholarly

papers, and research reviews (Li, 2021). We only deducted one point from this cluster

from standard, “5.3 The instructor’s plan for classroom response time and feedback on

assignments is clearly stated” (Towson University & Quality Matters, 2016). The

syllabus notes the instructor’s response time to emails and messages, but not an

explicit plan for receiving feedback on assignments. For this reason, this cluster earned

13 out of the 14 possible points on the evaluation tool.

Technology

For this cluster, we reviewed the technology tools utilized in this course. The

required technology is limited to a computer with a webcam and microphone, however

other technology and web 2.0 tools are implemented throughout the course as well (Li,

2021). Based on our evaluation, we scored this cluster as earning 5 out of the 6

possible points because minimal technology tools were used as instructional materials.

The technology used to provide students with access the learning content was limited to

links to scholarly articles and optional YouTube or LinkedIn videos. The other
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RUNNING HEAD: ISTC 603 Evaluation of Instruction
technology tools used in this course were implemented by the students when they

presented their learning of the modules.

Learner Support

Overall, after reviewing the Blackboard course and syllabus, we scored this

cluster a 4 out of 6 for meeting the standards. Neither the syllabus nor the Blackboard

course content provides clear descriptions of the technical support provided to students.

Students can, however, access technical support links through the “Campus

Resources” tab (Li, 2021). Since there is no explanation on what technical support is

offered to students in the course content or syllabus, we deducted two points from

standard, “7.1 The course instructions articulate or link to a clear description of the

technical support offered and how to obtain it.” (Towson University & Quality Matters,

2016). Throughout our evaluation, we were able to find clear descriptions and links to

aid students who need accessibility services, so this standard earned all the possible

points.

Accessibility and Usability

From our experiences as students in this course as well as evaluators of it, we

concluded that accessibility and usability facilitated easy use of the learning

management system. Each component of the Blackboard course provided multiple

means of access through alternative formats such as audio, electronic braille, and

varied reading tools (Li, 2021). Overall, this cluster earned all 9 of the possible points on

the evaluation tool.

Conclusion of Evaluation
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RUNNING HEAD: ISTC 603 Evaluation of Instruction
Upon completion of the evaluation using Towson University’s Gold Review

Standards, the course Foundations of Distance Education (ISTC 603) received an

overall score of 79 out of 85 points which meets the Quality Matters Rubric Standards

requirement of greater than 85% of the sub-standards met. Two clusters of standards,

Learner Support and Instructional Materials, did not meet the criteria of meeting <85%

of the sub-standards and showed be reevaluated.

Application of Knowledge

Theory of Instruction and the Importance of Community and Collaboration

As a fully online course, ISTC 603 puts a large emphasis on class community

and collaboration and understanding how both impact the success of distance

education programs. The first module we completed as a class introduced students to

social presence and community. As part of our research, students were asked to

describe the relevance of social presence and community in online education, and how

we can apply both in our instructional practice.

From our readings and current practice, fostering a strong learning community is

critical to the success of distance-based learning for many reasons. A strong social

presence supported by a collaborative learning environment truly supports learning

outcomes and reduces learner isolation which is more likely to occur in an online

learning environment. “By learning together in a learning community, students have the

opportunity to extend and deepen their learning experiences, test out new ideas by

sharing them with a supportive group, and receive critical and constructive feedback”

(Luppicini, 2007, p.7). With increased social presence we see a community where

students and teachers form a communicative and collaborative relationship through

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RUNNING HEAD: ISTC 603 Evaluation of Instruction
multiple means of electronic communication. Often times in online classrooms/learning

environments, there is a degree of social isolation due to geography. Successful

classroom communities are built on collaborative relationships where both the instructor

and students come together to build perspectives and deepen our understanding

through shared ideas and experiences.

Application of Research Support

In Modules 2 and 3, students were asked to review articles and research that

supported current data trends relevant to distance education. The research included

understanding the needs of distance learners and instructors, developing an

understanding on online teaching standards, using those standards to conduct self-

evaluations, and understanding how research and data trends impact the world of

distance education.

The demands of distance education greatly differ from traditional face to face

classroom settings. Distance learners have a much more developed sense of maturity

than the average face-to-face students. They are responsible for planning their

academic programs and study schedules, balance said schedule with other

responsibilities, ensuring they are communicating and collaborating effectively with

classmates and instructor(s), and synthesizing their readings efficiently. Overall,

distance education students require high motivation, self-discipline, and an ability to

multi-task, making this field specifically very demanding and challenging at times.

(Brindley, 2014).

The same thing could be said for instructors of distance education. With distance

learning becoming a global norm in the education community, there is a growing

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RUNNING HEAD: ISTC 603 Evaluation of Instruction
demand for quality professional development. There is no denying that the demands of

distance education put an additional strain on educators who are already facing teacher

burnout in the midst of this technological era. Most education institutions require faculty

to be prepared and motivated to carry out the academic practice(s) for both

online/distance and/or face-to-face instruction. So, in addition to their required

workloads, distance instructors require a large degree of institutional support including

technological infrastructure, support for online development and delivery, support for

online students, policy for property, recognition in tenure and promotion at the distance

education level, and increased incentives for staff participating in online education

development and delivery. It is no wonder current research and data trends reveal

decreasing teacher attitudes in the field of distance education (Hicks, 2014).

Just like using formative assessment to critique instruction to meet students’

needs, thorough research and data collection (by using course evaluations, student

learning preferences and feedback forms, attitude surveys) provides educational

institutions with the information needed to improve the experiences of distance

education participants.

Presentation

Evaluation Presentation Video

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RUNNING HEAD: ISTC 603 Evaluation of Instruction
References:

Brindley, J. (2014) in Zawacki-Richter, O. & Anderson, T. (Eds). Online distance

education: towards a research agenda. Athabasca University Press.

Hicks, M. (2014) in Zawacki-Richter, O. & Anderson, T. (Eds). Online distance

education: towards a research agenda. Athabasca University Press.

Li, Q. (2021). ISTC 603 Foundations of Distance Education. Blackboard.towson.edu

Luppicini, R. (2007). Online Learning Communities. Information Age Publishing

Simonson, M., Smaldino, S., Albright, M. & Zvacek, S. (2019). Teaching and learning at

a distance: Foundations of distance education. Information Age Publishing.

Towson University, & Quality Matters. (2016). Gold Review Standards. MarylandOnline,
Inc.