Three Types of Interaction

This study investigated the validity and instructional value of a rubric developed to evaluate the quality of online courses offered at a midsized public university. This rubric was adapted from an online course quality rubric widely used in higher education, the Quality Matters rubric. We first examined the reliability and preliminary construct validity of the rubric using quality ratings for 202 online courses and eliminated twelve problematic items. We then examined the instructional value of the rubric by investigating causal relationships between 1) course quality scores, 2) online interactions between students, instructors, and content, and 3) student course performance (course passing rates). A path analysis model, using data from 121 online courses enrolling 5,240 students, showed that only rubric items related to learner engagement and interaction had a significant and positive effect on online interactions, while only student-content interaction significantly and positively influenced course passing rates.

/pdf/the-validity-and-instructional-value-of-a-rubric-for-5w53j20v2c.pdf

The Validity and Instructional Value of a Rubric for Evaluating Online Course Quality: An Empirical Study.

The quality of open educational resources (OER) has been a continuous topic of interest over the past two decades, because it is intertwined with the adoption of these resources. In previous research the quality of OER has been defined on the basis of quantitative or usage data, but few qualitative insights are available. In this study we analysed how teachers collaboratively assessed ‘big’ OERs, and whether changes occurred in teachers' perceptions of OER by means of collaborative dialogue about the quality of these resources. Five core themes were elicited: (1) content, (2) design, (3) usability, (4) engagement, and (5) readability. Changes we discerned in teachers' perceptions relate to their awareness, attitude and practical issues in relation to OER. Higher education institutes aiming to increase the use of OER should encourage conversation on OER in teacher teams during curriculum reforms, and provide support for the adaptation of resources to teachers' instructional needs and their specific teaching contexts. 

Would you use them? A qualitative study on teachers' assessments of open educational resources in higher education

COVID-19 pandemic has affected teaching and learning around the world As a result, schools and higher learning institutions use the e-learning platform to replace face-to-face teaching and learning In Oman, the government encourages educational institutions to use suitable e-learning platform This study aims to evaluate the e-learning Google Classroom as a teaching and learning tool during the COVID-19 pandemic A total of 22 Computer Science students at a higher learning institution in Oman enrolled in Computer Programming, Introduction to Database Management System, Network System, Web Development, Operating System, and Management Information System competed in the study The questionnaire used implemented from the previous study and sustained the expert’s consent The study was examined using descriptive statistics with regular standard deviation, percentage, frequency, and score Inferential statistics included Pearson correlation tests The study attested that the mean level of challenge faced by students in using Google Classroom is 3 71 Meanwhile, the Pearson correlation test found that the significant value was 000 Therefore, there was a relationship between technical support for the operating system and social presence aspects Hence, the null hypothesis (H0) was rejected © 2020, World Academy of Research in Science and Engineering All rights reserved

/pdf/evaluating-e-learning-google-classroom-tools-for-computer-4lre3jg4v9.pdf

Evaluating e-learning google classroom tools for computer science subjects during covid-19 pandemic

This design-based research (DBR) study had both local and general goals. Its local goal was to increase active learning in the online courses offered at a large research university in the midwestern United States. Its larger goal was to define active learning design principles for online courses in general, so that they might be used to improve the learning experience for wider audiences. While the principles of active learning can be applied to courses in any mode of delivery: flipped classroom, blended, or fully online, the importance of active learning in online courses is highlighted because active learning course design requires numerous upfront considerations. Moreover, because the pedagogical model is structured throughout the online learning environment and thus is made visible, online courses present a unique opportunity to review what is core to the principles of active learning. The design intervention (an innovative course review method) incorporated the principles of authentic e-learning. The study addressed two major research questions: (1) “To what extent does the intervention—a new course review method—indicate the extent to which active learning is present in the design of an online course?” and (2) “How do the principles of authentic e-learning incorporated in the new course review method need to be refined?” To address the first question, the online course review intervention was used to evaluate the learning activities and assessments of 75 undergraduate online courses against these authentic e-learning principles, resulting in an active learning (AL) score for each course. To address the second question, we surveyed the learners in these 75 courses about what made learning meaningful and coded the learners’ feedback in reference to the active learning design principles. The practical outcome of this DBR study is a pedagogical course review that quantifies active learning in online courses. The theoretical outcomes of this DBR study are refined active learning design principles that can serve instructors, designers, teacher educators, and administrators in enhancing the design of online courses. The findings of this study affirm that the authentic task principles as well as newly identified learner-centered design principles together can serve as evidence-based principles to define and refine active learning in online courses.

Refining active learning design principles through design-based research

While many rubrics have been developed to guide people in evaluating the quality of Open Educational Resources (OER), few studies have empirically investigated how different people apply and perceive such rubrics. This study examines how participants (22 teachers and 22 non-teachers) applied three quality rubrics (comprised of a total of 17 quality indicators) to evaluate 20 OER, and how they perceived the utility of these rubrics. Results showed that both teachers and non-teachers found some indicators more difficult to apply, and displayed different response styles on different indicators. In addition, teachers gave higher overall ratings to OER, but non-teachers’ ratings had generally higher agreement values. Regarding rubric perception, both groups perceived these rubrics as useful in helping them find high-quality OER, but differed in their preferences for quality rubrics and indicators.

/pdf/does-audience-matter-comparing-teachers-and-non-teachers-5zyh8klhei.pdf

Does audience matter? Comparing teachers’ and non-teachers’ application and perception of quality rubrics for evaluating Open Educational Resources

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The Validity and Instructional Value of a Rubric for Evaluating Online Course Quality: An Empirical Study.

Does audience matter? Comparing teachers’ and non-teachers’ application and perception of quality rubrics for evaluating Open Educational Resources