There are notes that should be investigated here, too - government quality indicator proposal (#3), students disappearing (#5). I think you will find the article very interesting - even if the study was done on a required course for students in "College of Hospitality, Retail, and Sport Management"
Chico's Rubric for Online Instruction offers a framework for addressing
this question. Use of this rubric represents a developmental process for
online course design and delivery, and provides a means for an
instructor to self-assess course(s) based on University expectations.
Furthermore, the rubric provides a means for supporting and
recognizing a faculty member's effort in developing expertise in online
instruction as part of our commitment to high quality learning
environments.
The goal of OCEP is to provide the academic community
with a criteria-based evaluation tool to assess and compare the quality of
online courses.
The focus of the evaluation is on the presentation of the content and the
pedagogical aspects of online courses, yet OCEP also considers the
instructional and communication methods so vital in a successful online
learning experience.
Existing online courses are identified and measured against a set of
objective evaluation categories. These criteria were developed through
extensive research and review of instructional design guidelines from
nationally recognized course developers, best practices from leading
online consultants, and from numerous academic course evaluations.
Abstract:
Over just the past decade, online learning at the K-12 level has grown from a novelty to a movement. Often using the authority and mechanism of state charters, and in league with home schoolers and other allies, private companies and some state entities are now providing full-time online schooling to a rapidly increasing number of students in the U.S. Yet little or no research is available on the outcomes of such full-time virtual schooling. The rapid growth of virtual schooling raises several immediate, critical questions for legislators regarding matters such as cost, funding, and quality. This policy brief offers recommendations in these and other areas, and the accompanying legal brief offers legislative language to implement the recommendations.
The debate about teaching languages online continues - with Rosetta Stone at the center of this article. With a teacher, without a teacher, with RS or without, the key is still how it is taught and that can differ widely from class to class!
I totally agree with you. I think that RS is a good tool to use in place of a textbook, but it doesn't change the fact that you need more than a textbook to learn something with great quality. Conversation is key and having someone there to converse with is what helps and increases the learning. If you don't use it, you loose it fast.
I do have some concerns about privacy with G+, but I am still trying to weigh, in my mind, the benefits vs. the costs of using a slick app like G+ vs. something we already have access to behind a password like Moodle. I am also wondering if the quality of engagement is the same, better or worse than that found in a forum like Moodle.
The one listed for German is my first go-to source for authentic materials, so I'm more inclined to check out some of the others as needed. Useful reference.
Sure. It is a great resource Mark. I reviewed the one in Spanish and even though could be not useful for my students, I will keep it for when teaching Spanish to parents.
We aim to provide examples of authentic language spoken in its natural cultural environment so that students of all ages can better understand the interplay between a language and its culture. The videos were filmed with handheld camcorders and microphones provided by the Center. The video and audio quality varies.
This resource page gives access to spoken language and culture through authentic video and audio materials. There are materials in different languages on a variety of topics raging from basic communication, to culture, social life, transportation, etc. I found materials from some of Latin American countries and Spain on necessitites>emergency situations (Emergency Room, Taking the Physical Exam, etc.) for my Medical Spanish class.
Students should be aware that we have tried to remain true to the language our subjects
actually uttered. Therefore, we have not corrected grammatical errors and the videos sometimes show highly colloquial language, local slang, and regional specific speech patterns.