Group items tagged

"EFFECTIVE PRACTICE EVALUATION CRITERIA"

This research explores student perceptions of course quality and instructor effectiveness in a hybrid MPA distance learning program. The MPA distance learning program under analysis utilizes a synchronous computer software program for 21 hours of instruction per course, an asynchronous computer software program for 21 hours of instruction per course, and six hours of on-campus in-person instruction per course. Survey data from students who have completed eight (8) courses in this distance learning program (repeated samples n = 90) will be compared to the evaluations of students who have taken the same courses from the same instructors in the on-campus program (n=100). The purpose of the research is two-fold. First, the research will determine if there is a significant difference between the perceptions of course quality and instructor effectiveness between students in the distance learning program and students enrolled in the on-campus program. Second, the research will explore student satisfaction with the use of the synchronous and asynchronous computer delivery methods. It is anticipated that students will express satisfaction levels with course quality and instructor effectiveness equal to, or exceeding, the satisfaction levels expressed by students in the on-campus program.

March 29, 2012 No Financial Aid, No Problem. For-Profit University Sets $199-a-Month Tuition for Online Courses Matt McLoone Of his tuition pricing for New Charter University, the educational entrepreneur Gene Wade says: "This is not buying a house. This is like, do I want to get cable?"Enlarge Image By Marc Parry It's a higher-education puzzle: Students are flocking to Western Governors University, driving growth of 30 to 40 percent each year. You might expect that competitors would be clamoring to copy the nonprofit online institution's model, which focuses on whether students can show "competencies" rather than on counting how much time they've spent in class. So why haven't they? Two reasons, says the education entrepreneur Gene Wade. One, financial-aid regulatory problems that arise with self-paced models that aren't based on seat time. And two, opposition to how Western Governors changes the role of professor, chopping it into "course mentors" who help students master material, and graders who evaluate homework but do no teaching.

With the recent growth of the Internet and other distance technologies, web based course delivery has become an attractive option for expanding the educational opportunities available to students. Our institution, like others, is actively pursuing this means of delivery in order to expand its reach to new students and to facilitate the scheduling of existing students. During a recent academic term, our students had the opportunity to enroll in such a course. Unique circumstances resulted in the simultaneous offering of additional course sections in a traditional lecture/discussion format, as well as a web-enhanced format. This pilot study documents a comparative evaluation of the three course formats.

"Ranked Outlets The ERA initiative will use a range of indicators and other proxies to support the evaluation of research excellence. One of these indicators is discipline-specific tiered outlet rankings. Ranked Journal List Ranked Conference List Review of the ERA 2010 ranked outlet lists Ranked Journal List The ARC has released the full ERA 2010 Ranked Journal List. Ranked Journal List - Excel Format (5.27MB) - ZIP File (584KB)"

American Association for Higher Education ASSESSMENT FORUM 9 Principles of Good Practice for Assessing Student Learning The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a vision of the kinds of learning we most value for students and strive to help them achieve. Educational values should drive not only what we choose to assess but also how we do so. Where questions about educational mission and values are skipped over, assessment threatens to be an exercise in measuring what's easy, rather than a process of improving what we really care about.

Assessment and feedback Our work on assessment and feedback supports the sector, as we advise on policy and strategy, develop resources, and coordinate a series of activities to identify and share effective practice. We work with institutions and their students to improve their approaches to assessment and feedback, including setting criteria and emphasising the importance of assessment for learning. Our Academic Integrity Service exists to raise awareness and enhance understanding of academic integrity issues in higher education, including student plagiarism We have a range of resources, both generic and subject-specific, on feedback and assessment, which you will find valuable.

The Assessing Learning Project The Centre for the Study of Higher Education (CSHE) was commissioned by the Australian Universities Teaching Committee to develop the resources on the Assessing Learning in Australian Universities website. The site is designed to support Australian universities and academic staff in maintaining high quality assessment practices, in particular in responding effectively to new issues in student assessment. The ideas and strategies are focused on the practical educational issues surrounding the purposes and design of student assessment and reporting, in particular the way in which assessment might be planned to optimise student approaches to study.

Assessment Futures Many students currently graduate without appropriate skills in assessment. Assessment serves many purposes, including: * helping students improve their learning, and * certifying their learning. This website is about an important additional purpose for assessment. It is about equipping students for the learning and assessing they will need to do after completing their course and the challenges they will face after graduation.