6.2 Examining elements of quality within online education programs  (Page 4/9)

Considered foundational to quality distance learning, IHEP’s research categorized the 24 quality indicators into seven themes: (1) Institutional Support; (2) Course Development; (3) Teaching and Learning; (4) Course Structure; (5) Student Support; (6) Faculty Support; and (7) Evaluation and Assessment. Within the Institutional Support (1) theme, the first indicator prescribes “a documented technology plan [in place] that includes electronic security measures to ensure both quality standards and the integrity and validity of information” (IHEP, 2000, p. 2). This theme includes reliability of the technology infrastructure and assurance that support is maintained for continued growth.

The Course Development (2) theme determines if guidelines are in place for the development of quality online course materials. Online course materials should engage the learner, encourage critical thinking, and undergo periodic revision. The Teaching and Learning (3) theme stipulates that interaction must occur during the teaching and learning process between student-instructor, and student-student. Additionally, timely and constructive feedback should be provided.

The Course Structure (4) theme addresses the quality of information provided to a student prior to enrollment in an online class, such as a student readiness indicator and course objectives. Included in this theme was a provision of library resources for online students, required by all regional accrediting bodies. The Student Support (5) theme considers the kind of information students receive about the program, admission requirements, proctoring requirements, and whether all services available to traditional students are also made available to online students. It is recommended that online programs have a repository of resource materials online so that students can be successful in the program.

The Faculty Support (6) theme identifies resources provided to faculty for developing and teaching an online course. Faculty also need clear policies, a support structure, training, and mentoring. The final theme, Evaluation and Assessment (7) examines if or how the online education program is being evaluated and what policies and procedures are in place for supporting an evaluation process. This theme recommends that data on enrollment, costs, and successful/innovative uses of technology should be reviewed to evaluate program effectiveness. Learning outcomes should be assessed and evaluated for clarity and appropriateness to support continued improvement.

ACTIONS model of quality. To evaluate instructional technologies in education, Tony Bates (2000) coined the acronym ACTIONS : A ccess and flexibility, C osts, T eaching and learning, I nteractivity and user friendliness, O rganizational issues, N ovelty, and S peed. Although the ACTIONS model was designed to help with the selection of instructional technologies, the model may be used to evaluate distance learning programs as each of these themes can be applied to online education programs. Bates’ ACTIONS model was one of the first to address cost factors, which affect both the institution and the student.