MIDDLE GEORGIA TECHNICAL COLLEGE BUSN 1230, LEGAL TERMINOLOGY COURSE

PROGRAM EVALUATION GROUP 5 Robin Cowart Marion Crombie William Johnston Lillie McPhee

FRIT 8435 Spring 2012 Georgia Southern University

April 23, 2012

Table of Contents
Executive Summary...3 Introduction6 Focus of the Evaluation 8 Brief Overview of Evaluation Plan and Procedures ..9 Presentation of Evaluation Results 10 Conclusions and Recommendations ..14 References..17 Appendices 18

Executive Summary
The purpose of this evaluation is to complete a formative evaluation of a new online course, BUSN1230, Legal Terminology, introduced under the auspices of the Business Administrative Technology (BAT) program at Middle Georgia Technical College. The evaluation will provide information to faculty and staff to improve the learning experience for the students, and to ensure that the course meets two sets of requirements: the curriculum standards of the Technical College System of Georgia (TCSG), and generally accepted standards for online courses (See Appendix A). This course is being taught online for the first time in Spring 2012. In order to evaluate this course, the following evaluation questions were posed:

Does this course provide students with an understanding of basic legal terminology? Does the course satisfy the standards established by the Technical College System of Georgia? Does the course meet generally accepted standards for online courses? Does the course meet the expectations of the students?

Multiple data sources were used to gather information for evaluation questions. Student surveys were analyzed to measure student expectations, and student grades were reviewed to verify the level of student understanding. Course assignments were compared to generally accepted standards for online courses to determine compliance with standards. Surveys and questionnaires were distributed to students, program administrators, and instructors to evaluate stakeholder perceptions of the Legal Terminology course. This report focuses on the comparison of course materials to standards for online courses, and student feedback and perceptions as reflected in two student surveys. BUSN1230, Legal Terminology, is the first of two courses that are part of the Legal Administrative Assistant certificate in the Business Administrative Technology

department. This certificate prepares students for entry level positions as legal administrative assistants. The online version of the course allows students to complete the course who otherwise could not attend classes on campus. The BAT program chair is in charge of the program, and a paralegal instructor delivers the course. The instructor has experience teaching online courses and work experience as a paralegal. The course has not been evaluated before. Test data exists for one Face-to-Face semester of BUSN1230, and ongoing data for the current semester online. The course requires students to complete exercises in a workbook, take quizzes and develop presentations of key concepts using WORD, PowerPoint, and VOKI, as well as Discussion Boards to develop core ideas. Evaluation findings conclude that the course meets the criteria for quality online courses.

Recommendations
While the course does meet according to this evaluations criteria, there are some recommendations to improve this course according to Johnston and the stakeholder perceptions. They are as follows: Include a glossary as well as supplemental resources for this course that is separate and highlighted in an announcement at the beginning of the course. Invest in some training for instructors to learn more about differentiated instruction. In the syllabus for this course, add information for students so that they know how to contact technical support should they need it. Also include the term information. Include links, headers and footers, and roadmaps to help users navigate the class site easier. While the site does use breadcrumbs, at times that is not enough. 4

While the course did meet the criteria for timely feedback and how feedback will be accomplished, the use of rubrics for grading would greatly enhance the capability of the student to recognize quality work and how to match their ability to that.

The course does utilize learning activities that foster inter-communication; create additional opportunities for interaction by using blogs, wikis, and other means of technology relevant to the course.

Introduction
BUSN1230, Legal Terminology, was originally introduced as a face-to-face course at Middle Georgia Technical College (MGTC) in Fall 2011 with an Online section added to the curriculum in Spring 2012. The development of parallel Online courses is consistent with the stated philosophy of MGTC: the faculty and staffbelieve it is the Colleges responsibility to provide academic and technical education through both traditional and distance delivery methods (www.middlegatech.edu/about). Distance education provides access to technical education for students who cannot attend classes scheduled on campus, for various reasons. These students may work full-time, cannot get transportation to campus, and have health issues or family obligations that require a flexible schedule. The Online version of the course allows students to complete the course who otherwise could not attend classes on campus. The Business Administrative Technology (BAT) program chair is in charge of the program and a paralegal instructor was charged with the development and delivery of the course. The instructor has experience in both teaching Online courses and working as a paralegal. BUSN1230, Legal Terminology has not been previously evaluated. Test data exists for one FTF semester of BUSN1230, with ongoing review and data collection for the Online section. BUSN1230, Legal Terminology, is the first of two specialized law courses for the Legal Administrative Assistant Technical Certificate, offered under the auspices of the Business Administrative Technology Department. The second course, BUSN2220, Legal Administrative Procedures, has yet to be developed. This certificate prepares students for entry-level positions as legal administrative assistants and such. Just like all courses at MGTC, BUSN1230 follows the curriculum guidelines established by the Technical College System of Georgia (TCSG). The course requires students to complete exercises in a workbook, take quizzes, participate in Discussion Boards, and to develop presentations of key concepts using WORD, PowerPoint, and VOKI. The BUSN1230 Program Evaluation Study will provide the program chair, course

developer, and instructors a formative evaluation of the online course BUSN1230 as it has been implemented at MGTC, along with recommendations for improving the learning experiences of the students. The evaluation report will also provide information for MGTC staff to improve the quality of the student learning experience during BUSN1230 and potentially other online courses as well.

Focus of the Evaluation

BUSN1230, Legal Terminology, is the first of two specialized law courses in the Legal Assistant Certificate program, which is offered to students under the auspices of the Business Administrative Technology (BAT) department at Middle Georgia Technical College (MGTC). MGTC operates as part of the Technical College System of Georgia (TCSG), and all courses follow the curriculum as set by TCSG. An online version of BUSN1230, Legal Terminology, has been developed specifically by MGTC for introduction in Spring 2012. The online version of the course allows students to complete the course who otherwise could not attend classes on campus. The BAT program chair is in charge of the program, and a paralegal instructor developed the course, and delivers the course. Developing online courses is consistent with the stated philosophy of MGTC: the faculty and staffbelieve it is the Colleges responsibility to provide academic and technical education through both traditional and distance delivery methods (Mission). Distance education provides access to technical education for students who cannot attend classes scheduled on campus, for various reasons. These students may work full-time, or cannot get transportation to campus, or have health issues or family obligations that require a flexible schedule. Online courses should be guided by several sets of standards, as follows: All courses at MGTC follow the curriculum as established by TCSG. In addition, online courses follow specific Best Practices for online courses as established by the Distance Learning Coordinator at MGTC. Johnston has described attributes of successful online courses (2007). Student satisfaction and perception of courses are important measurements for instructors at MGTC. The BUSN1230 Program Evaluation Study will focus on comparing course materials with the standards set by Johnston, and as measured by responses from student surveys.

Brief Overview of Evaluation Plan and Procedures

To assess the quality of the online section of BUSN1230, Legal Terminology, a new online course at Middle Georgia Technical College, information detailing student perceptions and standards for quality online courses was collected through surveys and analysis of research and actual course materials. Since the online section of the course was initiated in Spring 2012, it has not undergone a formal evaluation. This formative evaluation was requested by the course developer to help improve the learning experience for the students. Much of the assessment of the courses quality is based upon an analysis of the course assignments as compared to standards for online courses, as documented by Johnston (2007). The student survey data is limited due to the small number of respondents to the survey. In spite of the fact that students were awarded extra credit to encourage them to complete surveys, only six out of fifteen current students complied. Time constraints of this evaluation also precluded analysis of grades from the courses final exam, which will not be administered until May 2012, and lack of student response prevented use of the planned student forum. In order to collect qualitative data relating to the online section of BUSN1230, evaluators provided surveys to students who are currently enrolled in the course. Criteria for quality online courses were collected from Johnston (Appendix A), and the course syllabus and course assignments were reviewed to identify course activities related to these criteria (Appendix C). Student surveys were analyzed to identify student perceptions of the course (Appendices D and E). BUSN1230 course assignments were reviewed to determine areas where standards were met or not met (Appendix C). The course instructor was interviewed to assess problems with the course, especially as relates to timeliness.

Presentation of Evaluation Results

In order to determine if students can demonstrate an understanding of legal terminology, the midterm exam grades for BUSN1230 were collected in Table 1. Table 1. BUSN1230 Midterm Exam Scores Spring 2012 Student # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Score (out of 100 points) 100 100 100 96.67 96.67 86.67 86.67 93.33 80 90 90 100 93.33 90 76.67

Only two of the 15 students scored below 85% on the midterm exam, indicating that the students have a basic knowledge of legal terminology. In order to determine if the course provides students with the best possible learning experience, course materials were compared to Johnstons criteria for quality online courses. For the most part, the course materials meet the criteria for quality online courses. The Course Syllabus, for example, includes the basic requirements of instructors name, contact information, attendance requirements, grading standards, and a course calendar. Course materials give evidence of interaction between instructor and students, through discussion forums and drop boxes, while students interact through discussion forums. The course appears to provide easy access to assignments, which are organized in clearly labeled folders. Each lesson includes a preface with learning objectives, and breadcrumbs and tabs link parts of the course together. 10

Learning objectives are stated for each lesson, and learning is measured through weekly quizzes and application exercises. Rich media, including VOKI, Power Point, WORD, and YouTube are used to help students apply legal terms to real cases. In spite of the passing scores on the midterm exam, the course materials are missing an integral aspect of a terminology course: a glossary of new terminology with links to supplementary information. In general, the course materials meet the criteria for quality online courses.

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Stakeholder Perceptions
While the analysis of the course materials indicates that BUSN1230 meets most of the criteria for quality online courses, student perceptions as measured in Surveys A and B indicate room for improvement. For the most part, stakeholder data, depicted in Appendices D and E, indicate that the online course of BUSN1230, Legal Terminology, has met the expectations of students who have the necessary computer skills to complete the coursework. Most students expressed that they are comfortable using the internet for coursework. Students overwhelmingly agree that their own motivation and discipline is required to make them successful online students. Most students recognize that each learning module includes a preview or an introduction, and that the assignments include rich media in multiple formats. For the most part, learning outcomes are observable, measureable, and achievable. Student responses indicate that the instructor has provided information regarding feedback intervals and methods, and a variety of opportunities exist for interaction between the student and instructor. Students indicate that they get quick responses from the instructor and assignments have complete instructions. Some questions reflect a wider range of opinion, with responses ranged from strongly agree to disagree. Students indicate that learning activities do not always foster interaction between instructor and students, and student to student. Responses related to navigation within the course received the most negative responses. Students did not always agree that it was easy to navigate the course. Specifically, links were missing within the course, and page headers or footers were not available to identify location within the course. Some students indicated that multiple learning styles were not accommodated by course materials, and activities were not necessarily designed with student differences in mind, such as age, culture and experiential needs. Two items reflect need for improvement. In Survey B, Question #2, students indicate that knowing how to contact technical support is very important. In Question #3, students indicated a problem, however, when it comes to contacting technical support.

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Some responses suggest that students do not know how to contact technical support. Secondly, the course is missing a Glossary, which might also provide links to supplementary material.

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Conclusions and Recommendations

Based upon the evaluation of program data relating to criteria for quality online courses, student achievements and stakeholder perceptions of BUSN 1230, this evaluation study concludes: Program Strengths Course meets the standards for quality online courses. 83% of students believe that the course provides learning activities that foster student-instructor and student-student interaction. 83% of students believe that the learning modules for this class are easy to locate and navigate. 83% of students believe that the course utilizes rich media in multiple formats for ease of use and access for the diverse learner. 83% of students believe that learning outcomes are clearly stated. 83% of students believe that learning outcomes are observable, measurable, and achievable. 83% of students believe that the instructor provides feedback within a designated timeframe, a clear description of when to expect that feedback and in what form.

Program Weaknesses Students felt that navigation within this course is difficult because links were missing and page headers and footers were not available to identify location within the course.

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Some students felt that multiple learning styles were not accommodated by course materials and activities were not necessarily designed with student differences in mind. The course does not include a glossary that defines unusual or technical terms used in the course. Students do not know how to contact technical support.

Recommendations While the course does meet according to this evaluations criteria, there are some recommendations to improve this course according to Johnston and the stakeholder perceptions. They are as follows: Include a glossary as well as supplemental resources for this course that is separate and highlighted in an announcement at the beginning of the course. Invest in some training for instructors to learn more about differentiated instruction. In the syllabus for this course, add information for students so that they know how to contact technical support should they need it. Also include the term information. Include links, headers and footers, and roadmaps to help users navigate the class site easier. While the site does use breadcrumbs, at times that is not enough. While the course did meet the criteria for timely feedback and how feedback will be accomplished, the use of rubrics for grading would greatly enhance the capability of the student to recognize quality work and how to match their

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ability to that. The course does utilize learning activities that foster inter-communication; create additional opportunities for interaction by using blogs, wikis, and other means of technology relevant to the course.

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References
Best Practices for Online Courses. (2011). Middle Georgia Technical College intranet. www.middlegatech.edu Johnston, S. (2007). Developing quality virtual courses: Selecting instructional models. In C. Cavanaugh & R. Blomeyer (Eds.), What Works in K12 Online Learning (p. 974). Eugene, OR: International Society for Technology in Education. Mission and History. (2012). Middle Georgia Technical College website. www.middlegatech.edu/about

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APPENDICES
A. B. C. D. E. Characteristics of Quality Online Courses.19 Evaluation Plan and Procedures (Revised 4/20/12)20 Criteria and Standards.23 Survey A Results.30 Survey B Results..48

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Appendix A Characteristics of Quality Online Courses

According to Johnston, the characteristics of quality online courses include: 1. Interaction 2. Easy Access 3. Ease of Use 4. Clear Objectives 5. Course Syllabus 6. Measurable Objectives 7. Quality Evaluation 8. Outline or Class Schedule 9. Virtual Reality or Simulations 10. Links and Resources 11. Current and Relevant Content 12. Multiple Modalities 13. Engaging curriculum 14. Choice and Variety 15. Timely Feedback 16. Tech help desk/Support desk 17. Built in monitoring systems 18. Layered content 19. Student authenticity/academic integrity 20. Student feedback opportunities Johnston, S. (2007). Developing quality virtual courses: Selecting instructional models. In C.Cavanaugh & R. Blomeyer (Eds.), What Works in K12 Online Learning (p. 974). Eugene, OR: International Society for Technology in Education.

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APPENDIX B EVALUATION PLAN AND PROCEDURES (REVISED)

The evaluation results will be presented in a Formal Report, compiled in April 2012, using a case study design to describe the online course for BUSN1230. Evaluation Question Does the course provide students with a basic understanding of legal terminology? Do course outcomes satisfy expectations and meet program standards? Does the course meet criteria for quality online courses? Audience Program chair, dean, and evaluation committee Report Content Information Required Midterm exam, final exam, listing of legal terms covered in course

Program chair, dean, and evaluation committee

Program chair, distance coordinator, dean, and evaluation committee

Evaluation Question Does the course provide students with a basic understanding of legal terminology?

Information Source Course Syllabus, textbook, results of course assessments.

Progress to date, based on student surveys and mid-term results Listing of Program standards course (TCSG), Course outcomes; Syllabus listing of TCSG program standards Listing of Criteria for quality criteria for online course from quality online Johnston; Course courses Syllabus; Online developed by course development Johnston; rubric; student listing of feedback from Distance surveys and focus Learning group Standards (MGTC); evidence of compliance based on assignments from BUSN1230 Method for Collecting Information Review Syllabus to identify learning objectives; review assignments from textbook to identify list of legal terminology; review course grade book to collect grades on midterm and

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Do course outcomes satisfy expectations and meet program standards? Does the course meet criteria for quality online courses?

TCSG Standards for BUSN1230, Course Assessments Johnston (2007), results of student surveys, course documents

final exams. Create a table listing standards from TCSG website. Review midterm and exam for specific questions regarding each standard and add to table. Create a table listing standards from Johnston (2007), and list learning objectives from course documents that satisfy the criteria. Use EXCEL spreadsheets from surveys to identify responses to each question Analysis Procedure Determine percentage of scores above 70% and below 70%.

Evaluation Question Does the course provide students with a basic understanding of legal terminology? Do course outcomes satisfy expectations and meet program standards?

Collection Procedure Collect student scores from midterm and final exams as shown in the ANGEL grade book in BUSN1230. Midterm results will be collected from the ANGEL grade book in BUSN1230. Collect student scores indicating completion of application assignments. 1.Create Criteria and Standards table listing Johnstons criteria for quality online courses; collect sample assignments from online course. 2.Students completed online surveys in February and March to for extra credit. Survey A was created on ANGEL, and results listed in EXCEL spreadsheet. Survey B was created in SURVEY MONKEY and the results were built into an EXCEL spreadsheet.

Does the course meet criteria for quality online courses?

Review the Criteria and Standards table to determine if each criterion is satisfied by an element from the course. Review application assignments to determine if knowledge of criteria have been demonstrated by students. 1.For each criterion in the table, find sample assignments reflecting compliance or lack of compliance. 2.For each survey question, examine the bar graph to determine if the criteria were met or if students had positive or negative perceptions of the online course.

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Evaluation Question Does the course provide students with a basic understanding of legal terminology? Do course outcomes satisfy expectations and meet program standards?

Interpretation & Reporting Procedures Help answer the questions: What is the program doing well? What changes are needed? Scores on the midterm and final of above 70% will be interpreted as basic understanding of legal terminology. Help answer the questions: What is the program doing well? What changes are needed? A score of Meet on the Criteria and Standards table will indicate that the course meets program standards. In addition, for each application assignment, a score of 85% or above will indicate that the student has satisfied expectations. Help answer the questions: What is the program doing well? What changes are needed? How does this course stack up against other online courses? A score of Meet on the Criteria and Standards table will indicate that the course meets criteria for quality online courses. Since this is a formative evaluation, some items may not meet criteria.

Does the course meet criteria for quality online courses?

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Appendix C Criteria and Standards

Standard Interaction A variety of opportunities are designed for interaction between instructorstudent. Learning activities are developed to foster instructorstudent, studentcontent and, where appropriate, studentstudent interaction. Easy Access The function of each icon or button is explained and/or is naturally evident to the learners. Meets/Does Not Meet Meets Evidence
Discussion posts, email, announcements, drop box

Meets

Discussion Posts: Please share a little about yourself with your classmates. Tell us about your major and why you are taking this class. Please read the introductions for at least 3 other students, and reply to them.

Meets

Interface is segmented in an intuitive way: grades, announcements, lessons, calendar, resources, course mail, and grades. Folders organizational system.

A detailed table Meets of contents includes objectives, learning

Each lesson is prefaced with the learning objectives for that section. Calendar clearly delineates the topics and pace of study.

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outcomes, or topics. Every section Meets of the course or module begins with a preview. Every page is Meets linked to the previous page, the start of the module, the beginning of the course, and to e-mail so that learners may contact instructors and other learners for clarification and discussion. Some course management systems do not allow designers to place a link on every page, but links may be placed on the screen frame or interface page. Links within the Meets course are provided to other parts of the course. Page headers Meets or footers identify where the learner is in the course. A glossary Does not defines unusual meet

Each set of lessons begins with an activation and list of objectives with deadlines. Breadcrumbs are available to the user to navigate forward and back. Tabs across the top link to mail (communicate live chat discussions)

Breadcrumbs are available to the user to navigate forward and back. Tabs across the top link to other parts of the course Unit 1 Assignments Each page has a heading so that the user knows where they are in the course.

None present

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or technical terms used in the course and may provide links to sources of supplementary information. Consideration is given to learners who may have visual or auditory challenges. Meets Accessibility menu available for users in this category

Ease of Use: Clear and Meets consistent navigation is present throughout the course. Rich media are Meets provided in multiple formats for ease of use and access in order to address diverse student needs. Clear Objectives Learning Meets outcomes (competencies) are clearly stated.

Breadcrumbs are available to the user to navigate forward and back. Tabs across the top link to other parts of the course
Use of Voki, Powerpoint, Word, Youtube This You Tube is a 3 minute lecture that overviews the law. Here is the embed code: o <iframe width="420" height="315" src="http://www.youtube.com/embed/srn9H_F mUP4" frameborder="0" allowfullscreen></iframe> Applying terms to real cases

Each unit is prefaced with standards: \ Ex: Welcome to Unit 1 -- Reading the Syllabus and How to Study the Law. This unit will cover the following objectives: Obj 1: Students will read the syllabus and take the introductory survey by Thursday, January 12. Obj 2: Students will post introductions to the Discussion Forum by January 12 Obj 3: Students will read the information about how to study, and will write up a plan for success for this

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course. Obj 4: Students will identify 5 topics of interest and post these to the Discussion Forum.

Learning Meets outcomes (competencies) are observable, measurable and achievable.

Quizzes for each chapter Each unit is explicit in how students will demonstrate their learning.

Course Syllabus includes: Course title, Meets BUSN 1230, Legal Terminology, Marion authors, (term Crombie, Author: Glidewell, instructor informatio names, n registration excluded) number, term information Course instructor contact information, plus contact information for technical support Course description with prerequisites Meets Instructor contact information is present on syllabus Technical support is available on ANGEL login

Meets

Course objectives and outcomes

Meets

Admission to BAT, This course introduces the spelling, pronunciation, definition, and usage of basic legal terms. The course broadly covers general law terms as well as specialized legal terminology. Topics include: word origins, word building, abbreviations and symbols, correct spelling, pronunciation, and meanings of terminology related to the court system, contracts, family law, real estate, litigation, wills/probate, bankruptcy, and other areas of the law. Students will master learning outcomes in the following competency areas: Word Identification Word Usage

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Required textbooks and materials Explanation of grading criteria and components of total grade

Meets

Meets

Participation standard

Meets

Each unit outlines the objectives and outcomes for that unit. Glidewell, Robert J. (2009). Legal Terminology. New York, NY: Aspen Publishers. Working Student e-mail account yourname@student.middlegatech.edu. Storage device, such as a flashdrive, for saving work composed on word processor The course is divided into fifteen (15) units, one for each week of the semester. In addition to unit exercises, there will be 5 quizzes, midterm and final. Written assignments will be graded on spelling, grammar, quality, originality, understanding, and effort applied. Quizzes 60% Written Assignments 25% Homework & Discussions 15% Middle Georgia Technical College grading system, as stated in the MGTC Student Handbook, is as follows: A (90-100) Excellent GPA 4.0 B (80-89) Good GPA 3.0 C (70-79) Satisfactory GPA 2.0 D (60-69) Poor GPA 1.0 F (below 60) Failing GPA 0.0 I Incomplete GPA not computed W Withdrew (no grade) GPA not computed/counts toward % completed **Note: An overall average of 70 / C is required to pass the course! Grades for course numbers 095,096,097,098,099 are not calculated in the GPA. ATTENDANCE POLICY: The educational programs at Middle Georgia Technical College reflect those requirements and standards that are necessary for future successful employment in business and industry. Employers expect their employees to be present and to be on time for work each and every day. Likewise, MGTC expects each student to be present and to be on time each and every day for all classes or to complete assignments as required for an online class. Consequently, excessive absenteeism and tardiness (or failure to complete assignments in a timely manner) may impact work ethics evaluations and course grades. Students receiving financial aid (especially Pell, WIA, or VA) need to be aware that absences could also jeopardize their financial aid status. They may not receive financial aid funds if they do not meet the attendance requirements of the financial aid agency. A student who has not

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attended class by posting an assignment before Thursday, Jan. 12, will be reported as a no-show. Stopped Attending Policy: After a student has attended class, s/he is considered on the class roster. Once on the roster, a student who fails to attend class by posting an assignment for 2 weeks in a row is considered stopped attending. Students who have stopped attending are administratively dropped from the course with a grade of WF. The student is responsible for contacting the instructor concerning missed assignments. A student submitted as stopped attending is not eligible to be reinstated in the course for that semester; the student will receive a grade of WF unless s/he withdraws from the course using the appropriate withdrawal procedure.

Explanation of course geography Weekly schedule Any relevant institutional policies, procedures, or resources

Meets

Combination of class syllabus instructions and weekly calendar Calendar (Appendix) WORK ETHICS: The Technical College System of Georgia instructs and evaluates students on work ethics in all programs of study. Ten work ethics traits have been identified and defined as essential for student success: appearance, attendance, attitude, character, communication, cooperation, organizational Skills, productivity, teamwork and respect. All students in credit classes (except learning support) receive a work ethics grade, in addition to their regular grade. Work ethics are assigned as a grade from 0 3: 0=Unacceptable 2=Meets Expectations 1=Needs Improvement 3=Exceeds Expectations

Meets Meets

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STUDENT RIGHTS/RESPONSIBILITIES/CONDUCT: Students are expected to abide by the Code of Conduct as outlined in the Student Conduct Code section of the MGTC Student Handbook (catalog). TCSG GUARANTEE/WARRANTY STATEMENT: The Technical College System of Georgia guarantees employers that graduates of State Technical Colleges shall possess skills and knowledge as prescribed by State Curriculum Standards. Should any graduate employee within two years of graduation be deemed lacking in said skills, that student shall be retrained in any State Technical College at no charge for instructional costs to either the student or the employer.
Choice and Variety:

Course materials are presented to accommodate multiple learning styles.

Meets

Use of Voki, Powerpoint, Word, Youtube This You Tube is a 3 minute lecture that overviews the law. Here is the embed code: o <iframe width="420" height="315" src="http://www.youtube.com/embed/srn9H_Fm UP4" frameborder="0" allowfullscreen></iframe> Applying terms to real cases

Learners can select activities that are relevant for them, as the activities have been designed with their ages, cultural backgrounds, and

Meets

Pick one topic in this chapter and create a powerpoint slide or WORD document summarizing the topic. Post your slide to this dropbox. The topics are: Sources of Law (pages 4-5); Classifications of Law (5); The Courts (6-7); Jurisdiction (8-10); Court Personnel (11-12). Pick whichever topic interests you the most. Try to keep your summary to one slide or one page in WORD.

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experiential needs in mind. Timely Feedback The instructor will provide feedback within a designated timeframe, a clear description of how the task of providing feedback will be accomplished (how will the student receive the feedbackemail, discussion board, or other means), and the specific types of feedback that will be submitted example: feedback on assignments, on class participation, etc.

Does Not Meet

Feedback is posted to the drop box for each assignment. Feedback also sent via email. Instructor reports that feedback is given as often as possible, especially if there is some type of outstanding issue like recognition or need for revision. Quizzes are graded automatically; project assignments are graded within a week of submission; homework assignments as of 4/20/12, however, had not been graded in a timely manner. Seven out of 20 assignments still had submissions older than a week that were still pending feedback.

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APPENDIX D
Appendix D Survey A Statements 1. This course provides learning activities that foster instructor-student and studentstudent interaction. 2. The learning modules for this class are easy to locate and navigate. 3. Each learning module includes a preview or introduction. 4. There are links within the course to other parts of the course. 5. Page headers or footers identify where you are in the course. 6. A glossary defines unusual or technical terms used in the course and may provide links to sources of supplementary information. 7. Consideration is given to learners who may have visual or auditory challenges. 8. Clear and consistent navigation is present throughout the course. 9. Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. 10. Learning outcomes are clearly stated. 11. Learning outcomes are observable, measurable, and achievable. 12. Course materials are presented to accommodate multiple learning styles. 13. Students can select activities that are relevant for them, as the activities have been designed with their ages, cultural backgrounds, and experiential needs in mind. 14. The instructor provides information relating to feedback delivery time range, delivery methods such as email, and the specific types of feedback to be submitted, both from or to instructor. 15. This course provides a variety of opportunities for interaction between the student and the instructor.

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Appendix D continued
BUS N1230 L a T inolog S eg l erm y tudent S urvey A
S urvey A - L ikert S ledResponses ca
V ALID TOTAL (Data S LIPPED S# S URV ID S EY URV S EY TATEMENT RES PONS ES V alues=6) EMPTY
AT IT E T UD S R NGT TE H (S m um ed T l) ota 3 Ma 0 x

ATTITUDE S TRENG TH (% )
1 0Ma 0 x

MODE
(Mos C m R t om on espons e)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

23177bc8-b0fb-4e38-9d90-733c595efb31 6activities that foster instructor-student and student-student interaction. This course provides learning TRUE 0 26 87 Strongly Agree 12cce41a-8c49-4823-bfa5-ec9248397dc8 6class are easy to locate and navigate. The learning modules for this TRUE 0 26 87 Strongly Agree 39824828-23a8-487d-925e-92b10e97b743 a preview or introduction. Each learning module includes 6 TRUE 0 27 90 Strongly Agree 93c8484a-675e-4dfc-9e66-bfe88fc8e475 6 to other parts of the course. There are links within the course TRUE 0 26 87 Strongly Agree 94526d7f-9f2a-4268-8848-b2e1ef299040 6 where you are in the course. Page headers or footers identify TRUE 0 25 83 Strongly Agree a401d07e-ec88-4ad4-a625-5ce0ecc382f6 6technical terms used in the course and may provide links to sourcesAgree/Agree/Neutral A glossary defines unusual or TRUE 0 24 80 Strongly of supplementary information. f275fb30-6f0b-4cf1-a0b4-2221883801cb 6 Consideration is given to learners who may have visual or auditory challenges. 83 TRUE 0 25 Agree 9cab4419-13fb-4ed3-b366-26f0d0ec4893 6 is present throughout the course. 24 Clear and consistent navigation TRUE 0 80 Agree baea9f7f-6433-4fe4-9d43-4f2374487bf6 multiple formats for ease of use and access in order 83 address diverse student needs. Rich media are provided in 6 TRUE 0 25 to Agree a245f067-106b-465c-92e6-ee491704d56e6 stated. TRUE Learning outcomes are clearly 0 26 87 Strongly Agree 3bca759a-32f3-4b84-bef5-bba197495a12 6 Learning outcomes are observable, measurable, and achievable. 26 TRUE 0 87 Strongly Agree 2aaa0114-4b37-4155-be8c-cab4722b5f7a6 to accommodate multiple learning styles. Course materials are presented TRUE 0 24 80 Agree d939c924-85d7-4283-9d7c-c41cfee7daff 6 Students can select activities that are relevant for them, as the activities have been designed with their ages, cultural backgrounds, and TRUE 0 24 80 Agree c20f2c58-548b-4a37-b96a-2c07a2241238 6 The instructor provides information relating to feedback delivery time range, delivery methods such as email, and the specific types of f TRUE 0 27 90 Strongly Agree 90facf92-5301-4fd9-9aad-7703aec0fe89 6of opportunities for interaction between the student and the instructor. This course provides a variety TRUE 0 27 90 Strongly Agree

S#

L ikert 5 S g Ag tron ly ree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree Strongly Agree

Res pons Weig e hted Likert R p s Weig ted es on e h R pons Weig es e hted F req (5) 4 F req (4) Likert 3 F req (3 ) Ag ree Neutral 3 3 4 3 3 2 2 2 2 3 3 2 2 4 4 15 15 20 15 15 10 10 10 10 15 15 10 10 20 20 Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree 2 2 1 2 2 2 3 3 3 2 2 3 3 1 1 8 8 4 8 8 8 12 12 12 8 8 12 12 4 4 Neutral Neutral Neutral Neutral Neutral Neutral Neutral Neutral Neutral Neutral Neutral Neutral Neutral Neutral Neutral 1 1 1 1 0 2 1 0 1 1 1 0 0 1 1 3 3 3 3 0 6 3 0 3 3 3 0 0 3 3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

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R p s Weig ted es on e h S# Likert 4 F req (2) D ag is re 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Disagree Disagree Disagree Disagree Disagree Disagree Disagree Disagree Disagree Disagree Disagree Disagree Disagree Disagree Disagree 0 0 0 0 1 0 0 1 0 0 0 1 1 0 0 0 0 0 0 2 0 0 2 0 0 0 2 2 0 0

L ikert 1 S g D ag tron ly is ree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree Strongly Disagree

R pons Weig es e hted F req (1)

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

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Appendix E
Appendix E Survey B Statements and Questions 1. How comfortable are you using the internet for online learning? 2. Students should receive clear instructions from their instructor at the beginning of the course regarding potential technical problems, as well as clearly outlined procedures should technical problems be encountered. 3. Technical support can sometimes be challenging. Do you know who to contact if you have technical problems? 4. In a face-to-face class you are often able to communicate with an instructor before or after a class session, however some of the accessibility inevitably gets lost with online sections. Can you contact your instructor and receive a quick response? 5. On average, how much time do you spend on this class per week? 6. Assignments are given to you with full and complete instructions with what is expected from you to avoid confusion. 7. Students indicated that what make a good online instructor are his or her online presence, communication, accessibility, active involvement, and clarification in assignments and grading. 8. The most engaging online courses often use a combination of readings, discussions and interactive lectures. Rather than just reading a lecture, a good instructor would also use videos, Wikis, Podcasts or other presentations to keep you engaged? 9. What makes online learning more difficult for some students is the amount of selfmotivation and self-discipline that is required to do well. 10. You are self-disciplined, excel at time management, and feel prepared to ask questions?

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Appendix E continued L al T inolog (BUS eg erm y N1230) S tudent S urvey B

S urveyB - L ikert S ledResponses ca

V ID AL ATTITUD E TOTAL (Likert D ata S IPPED S ENGTH K TR ATTITUD E MOD (Most C m E om on S# S V S UR EY TATEMENT R PONS ES ES V alues=8) EMPTY (Weig hted) S ENGTH (% TR ) R esponse) 40 Max 100 Max 1 How comfortable are you using 8 internetTRUE the for online learning? 0 30 75 Very Com fortable 2 Students should receive clear instructions from their instructor at the beginning of the course regarding potential/technical problems, a 8 TRUE 0 30 75 Strongly Agree Agree 6 Assignments are given to you with full and complete instructions with35 is expected from you to avoidAgree 8 TRUE 0 what 88 confusion. 7 Students indicated that what makes a goodTRUE instructor is his or her online presence, communication, accessibility, active involvem 8 online 0 37 93 Strongly Agree 8 The most engaging online courses often use a combination of readings, discussions and interactive lectures. Rather than just reading a 8 TRUE 0 37 93 Strongly Agree 9 What makes online learning more difficult for some students is the amount of self-motivation and self-discipline that is required to do 8 TRUE 0 38 95 Strongly Agree 10 You are self-disciplined, excel at time management, and feel prepared to ask questions? 8 TRUE 0 32 80 Strongly Agree

S urveyB - Nom l S ledResponses ina ca

V ID AL ATTITUD E TOTAL (Likert D ata S IPPED S ENGTH K TR ATTITUD E MOD (Most C m E om on S# S V S UR EY TATEMENT R PONS ES ES V alues=8) EMPTY (Weig hted) S ENGTH (% TR ) R esponse) 24 Max 100 Max 3 Technical support can sometimes be challenging. Do you 0 8 TRUE know who to contact if you have technical problems? 20 83 Yes 4 In a face-to-face class you are often able toTRUE 8 communicate with an instructor before or after a class session,Yes 0 22 92 however some of the acces 5 On average, how much time do8 spend on this class per week? you TRUE 0 NA NA
4to 6Hours

S#

L ikert 5

R pons Weig es e hted F req (5) 4 3 3 5 5 6 2 20 15 15 25 25 30 10

Likert 4 Com fortable Agree Agree Agree Agree Agree Agree

Res pons Weig e hted F req (4) 2 3 5 3 3 2 4 8 12 20 12 12 8 16

L ikert 3 Neutral Neutral Neutral Neutral Neutral Neutral Neutral

R pons Weig es e hted F req (3) 0 0 0 0 0 0 2 0 0 0 0 0 0 6

1 Very Com fortable 2 S trongly Agree 6 S trongly Agree 7 S trongly Agree 8 S trongly Agree 9 S trongly Agree 10 S trongly Agree

S# 3 4 5

Y (Pos es itive Attitu e) d Yes Yes 7 to 10 H rs ou 7 to 10 Hours

R pons Weig es e hted F req (3) 6 6 0 18 18 NA

Not S re u (Neu tral Attitu e) d Not Sure Not Sure 4 to 6 H rs ou 4 to 6 Hours

No Res pons Weig e hted (Neg ative R pons Weig es e hted F req (2) Attitu e) d F req (1) 0 2 7 0 4 NA No No 1 to 3 H rs ou 1 to 3 Hours 2 0 1 2 0 NA

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S#

L ikert 4

R pons Weig es e hted F req (2) 0 1 0 0 0 0 0 0 2 0 0 0 0 0

Likert 1 Very Uncom fortable S trongly Disagree S trongly Disagree S trongly Disagree S trongly Disagree S trongly Disagree S trongly Disagree

R pons es e F req 2 1 0 0 0 0 0

Weig hted (1) 2 1 0 0 0 0 0

1 Uncom fortable 2 Disagree 6 Disagree 7 Disagree 8 Disagree 9 Disagree 10 Disagree

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