Quality of Online Learning

For this week’s post I have found two great resources to share. The first is essentially just a checklist to determine the quality of online teaching and learning. The second is a PowerPoint presentation regarding online (virtual) learning quality and equality. They are both very useful and relevant to the course content and seem to be useful resources for me as I begin to consider my approach and plan for our final project.

National Standards for Quality Online Teaching

The first resource I have chosen for this week’s focus is a document (pdf) pertaining to the quality of online teaching. It contains an extensive checklist, broken down into sub-categories, for determining the quality of an online learning experience. I think it dovetails nicely with not just this week’s course content, but really with EDT 6030 as a whole. It seems to address many of the topics that we have covered and/or discussed in both our reading and online synchronous class section.

Online Equality

This PowerPoint presentation is a great summary of many of the things we have learning throughout the course of our EDT 6030 class. Considering this is the last required resource sharing project we will have I thought I should go for something that covered a lot of ground. It is good to see many of the things that we have discussed summarized in an effective format for use by my classmates and myself. The presentation also has links to some good resources, including an example of constructivist approaches, tools for course evaluation, links to research and examples of effective practices. This truly is a comprehensive resource that can be utilized by many.

Considering our readings focused a lot on the quality on online learning and how it compares to traditional classroom learning I felt that these two resources could help expand on those discussions or at least provide further evidence or see discussions one way or the other. There are various arguments both for and against online learning and I think that the individual learner is ultimately the one who has to make the decision about what is best for him or her. Every learner is different and requires different resources for success.

Evaluating Software

Evaluating Software

This website is provided by educational publisher Glencoe for educators who are deciding on educational software. The page lists several questions and criteria for selecting software based on many different factors.

As Palloff and Pratt (2007) state, "technology should not drive the course" but instead "the desired outcomes and needs of the participants should be the deciding factors" (Chapter 5, Technology as a Facilitative Tool, paragraph 2). These should be the primary factors in deciding on the particular software that will be used to implement online learning or a virtual classroom. The answers to the questions provided by the Glencoe page could help determine the software that an educator or education facility will use. Considerations include the adjustability (both content and difficulty), adherence to state standards, and the capability of engaging students all come into play in the decision. In addition "the software used for a course should be transparent" (Palloff & Pratt, 2007, Chapter 5, Ease of Use, paragraph 1).

There are many things to consider and take into account when choosing educational software. There are also many resources available to help with that decision. The Internet is a great resource but try to stick to sites dedicated to education and the technology that is associated with it.