A Synthesis of Sloan-C Effective Practices

Moore, Janet C.

doi:10.24059/olj.v13i4.1649

Cited by 55 publications

(41 citation statements)

References 1 publication

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“…Thus, instructors should make an effort to show interest in student learning, maintain a productive dialogue, keep students engaged, encourage exploration of new concepts in online discussions without dominating, provide reminders and detailed feedback on assignments, and timely and effectively communicate ideas, email responses, and expectations. This finding reaffirms previous research that focused on the importance of instructors increasing their interactivity with students (e.g., Chickering & Gamson, 1987;Moore, 2009;Moore & Kearsley, 2011). Again, similar results were found for underrepresented students.…”

Section: Discussionsupporting

confidence: 90%

“…A systems approach believes that there is a focus on an input-throughput-output model that will be used as a framework for this study. For instance, Moore (2009) noted that "interaction is key" (p. 79), including interaction with content, with instructors, and with classmates. Also, she noted that communication and community building should be emphasized in the course.…”

Section: Review Of Literaturementioning

confidence: 99%

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A Cross-institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success?

Joosten

Cusatis

Harness

2019

OLJ

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A study was conducted to examine instructional characteristics of quality in online courses and their relationship to student outcomes in online courses at a National Research Center for Distance Education and Technological Advancements 2-year and a 4-year higher educational institution. Instructional characteristics included learner support, course design and organization, content design and delivery, interactivity (student-instructor and student-student), and assessment. A student survey instrument was created that captures student perceptions of the instructional characteristics of their courses, their learning, and their satisfaction with the courses. The data collected from the student survey was merged with data from institutional student information systems (e.g., demographics and course grade). This article examines the relationship between these instructional characteristics, sometimes referred to as indicators of online course quality, and their relationship to student outcomes for all students and for underrepresented students. Additional analyses were conducted to examine differences among underrepresented students (e.g., minorities, first-generation, low-income, students with impairments or disabilities) using MANOVA. Significant findings are reported.

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Section: Discussionsupporting

confidence: 90%

Section: Review Of Literaturementioning

confidence: 99%

A Cross-institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success?

Joosten

Cusatis

Harness

2019

OLJ

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“…According to Moore (2009), factors such as the use of learning strategies, learning di culties, peer-tutor support, ability to apply knowledge and achievement of learning outcomes indicate those elements that impact on the overall satisfaction of students in online learning. A learning strategy is a set of tasks through which learners plan and organize their engagement in a way to facilitate knowledge acquisition and understanding (Ismail 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The course designers, therefore, wanted a different way for constructive feedback to be given by students through the elaboration of a set of open-ended guided questions. The students had to report on their experiences in the course from (i) the learning outcomes achievement perspective, (ii) the learner support processes including tutor and peer support (iii) their learning strategies and ways of tackling the different learning activities, and (iv) learning di culties encountered and how they engaged in resolving and overcoming such challenges, in line with the Sloan Consortium Quality in Online Education Framework (Moore 2009). From such type of feedback, the tutoring team and the course designers would be able to understand better how the students engaged in the course from a qualitative perspective, and what were their satisfaction levels after completing the module.…”

Section: De Ning and Measuring Student Engagementmentioning

confidence: 99%

Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy

Rajabalee

Santally

2020

Preprint

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There has been much debate on the issue of whether online learning was better than traditional education and vice-versa over the past decade. Over time, the concept of blended learning became quite the norm, especially within traditional universities who could no longer turn a blind eye to the educational revolution brought about by information and communication technologies. While the pace of technology integration in universities generally varies in pace, the world has recently experienced a massive uptake, albeit in an unplanned and mostly disorganized manner, of e-learning technologies due to the Covid-19 pandemic. Researchers have emphasized on the quality of online courses from a perspective of learner achievement in terms of student satisfaction, engagement and performances. In this paper, we analyze student feedback and report the findings of a study of the relationships between student satisfaction and their engagement in an online course with their overall performances. The module was offered online to 844 university students in the first year across different disciplines, namely Engineering, Science, Humanities, Management and Agriculture. It was assessed mainly through continuous assessments and was designed using a learning-by-doing pedagogical approach. The focus was on the acquisition of new skills and competencies, and their application in authentic mini-projects throughout the module. Student feedback was coded and analyzed both from a quantitative and qualitative perspective. The association between satisfaction and engagement was significant and positively correlated. On the other hand, there was a weak but positive and significant correlation between satisfaction or engagement with their overall performances. We further observed that students were generally very satisfied with the learning design philosophy, irrespective of their performance levels. Students, however, reported issues related to lack of tutor support and experiencing technical difficulties across groups. The findings raise important implications for institutional e-learning policy making. The factors that are important relate to the object of such policies, learning design models, personalized support, distributed virtual learning through synchronous interaction, and learning analytics.

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“…It informs program development, the role instructional design teams can play in the design of instruction, and how instructional designers can support faculty with course technology. These traditional components of online faculty development have been regularly examined across the practitioner and research literature (Moore, 2005) and are generally regarded as important for program success (Allen and Seaman, 2013). This study also documents faculty reflections on their personal and professional development as online educators, and how this programʼs design, the role of administrators, the programʼs culture, one-on-one mentoring, and coaching influenced the culture of online teaching and individual development of faculty expertise.…”

Section: Purpose and Research Questionsmentioning

confidence: 99%

What Is GDPR and Why Should You Care?

Spicer

2018

Int J Innov Online Edu

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This study examined the experiences and perceptions of a group of sixteen faculty members who participated in a comprehensive faculty development process for online teaching and learning developed using a cognitive apprenticeship theoretical framework and implemented at the outset of a new online graduate certificate program. The study documented faculty membersʼ self-reported levels of: professional development; changes in instructional approaches; student learning and competency attainment, and impressions of the overall translation of teaching expertise from classroom to the online format. Faculty data regarding their experiences in the program were captured using a 26-question webbased instrument. Data were analyzed using a combination of descriptive statistics and a two-phase qualitative process involving cluster and thematic analysis.The results of this study revealed that the majority of these faculty members credit program infrastructure and their ongoing consulting relationship with the programʼs instructional designers as having substantial positive and ongoing effects on their online teaching practices. Additionally, this study found that the embedding of experienced instructional design support at all levels of this academic programʼs operations led to the creation of a number of pedagogical and programmatic polices, services and informal supports that helped to clarify faculty roles, allowing faculty to focus on student learning and their own ongoing development of online teaching expertise. The findings from this study are discussed in the context of a cognitive apprenticeship framework and have implications for faculty development efforts to support online teaching and learning, especially in the development of new online graduate programs.

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A Synthesis of Sloan-C Effective Practices

Cited by 55 publications

References 1 publication

A Cross-institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success?

A Cross-institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success?

Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy

What Is GDPR and Why Should You Care?

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