This article presents a meta-synthesis review of quality of online education (QOE) measurement approaches. In order to survey the existing body of knowledge, a qualitative method was employed to in...

Measuring Quality in Online Education: A Meta-Synthesis.

Providi ng a research-validated, evidence-based framework for designing effective distance learning experiences and environments is a current challenge to those interested in using this technology effectively with adolescents. This article offers the Learner­Centered Psychological Principles (LCPs) developed and disseminated by the American Psychological Association as a framework for developing design principles for distance learning for use in high schools. The argument is made and supported by research that today's youth are increasingly disengaged from traditional forms of instruction, and unless distance learning can offer an alternative paradigm that meets their learning needs, the potential of distance learning will not be realized. More importantly, this technology alone will not address the needs of today's youth to be prepared with 21 st century skills for a global world. The authors describe how the LCPs can be used to define not only new design principles for distance learning but also a new educational paradigm.

Enhancing Distance Learning for Today's Youth with Learner-Centered Principles.

OF DISSERTATION TRADITIONAL LIBERAL ARTS COLLEGES’ CONSIDERATION AND ADOPTION OF ONLINE EDUCATION: A PRESIDENTIAL PERSPECTIVE National research studies have indicated that students are enrolling in more online courses annually (Allen & Seaman, 2010, 2014, 2015); yet, not all higher education institutions are adopting online education. In order to understand more about adoption of online education in higher education and presidents’ perceptions of online education, this study investigated the adoption of online education by traditional liberal arts colleges (TLACs). These institutions and their presidents currently face numerous challenges and threats as TLACs try to remain relevant in the 21 century while maintaining their liberal arts mission. The importance of this study lies in the realization that many higher education institutions and leaders are making decisions about the adoption of online education while also examining if and how online education aligns with their existing environment, mission, culture, and curricula. Drawing upon the diffusion of innovations theory as the framework for informing data collection, this study employed a two-phase, sequential mixed method design. Two research questions guided this study: 1) To what extent has online education been adopted at TLACs?; and 2) How do presidents at TLACs think about the adoption of online higher education in general, within traditional liberal arts institutions, and within their institutions specifically? In order to determine the level of online instructional education activity at each TLAC, the first phase was exploratory. The research sample for phase one of the study consisted of 55 TLACs that solely provided undergraduate curriculum in the arts and sciences. Major findings from phase one of the study indicated that more than half of TLACs (61.82%) did not have online education and did not offer any online courses. The remaining TLACs adopted online education either as fully online (16.36%) or hybrid (21.82%) courses. In the second phase, qualitative interviews with 11 TLAC presidents out of a population of 55 potential participants (20%) were conducted to understand how these administrators feel and think about the adoption of online education. Analyses of the TLAC presidential interviews resulted in three emergent themes: Apprehensions Regarding Online Education, Perceived Inferiority of Online Education, and Potential Opportunities From Online Education.

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Traditional Liberal Arts Colleges' Consideration and Adoption of Online Education: A Presidential Perspective

Nursing students' perceptions of presence in online courses

Evaluation of the Distance Education Literature: a Content Analysis Using the Institute for Higher Education Policy Benchmarks and Selected Bibliometric Methods

The number of online degree programs offered by universities, both within the United States and in other countries around the globe, has expanded remarkably from the year 2000 to 2005. Recent research [ Pond (2002), Twigg, (2001), Swail and Kampits (2001), Nielson (1997)] indicates that this rapid expansion has superceded our understanding of how to plan, organize, and evaluate these programs effectively. Currently available frameworks provide general guidelines for creating programs of high quality, but they are not specific enough to be of high value in comprehensively organizing and ensuring a quality online degree program. Hence, the development of a solid and comprehensive framework for benchmarking quality of online degree programs is critical to future program growth and expansion.

https://www.westga.edu/%7Edistance/ojdla/fall93/mariasingam93.pdf

Benchmarking Quality in Online Degree Programs Status and Prospects.

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Benchmarking Quality in Online Degree Programs Status and Prospects.