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    A Practical Handbook to Implement the Quality Scorecard for the Administration of Online Programs
    A Practical Handbook to Implement the Quality Scorecard for the Administration of Online Programs
    A Practical Handbook to Implement the Quality Scorecard for the Administration of Online Programs
    Ebook225 pages2 hours

    A Practical Handbook to Implement the Quality Scorecard for the Administration of Online Programs

    By Kaye Shelton

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    About this ebook

    The Online Learning Consortium’s Quality Scorecard for Online Programs (QSC) is an easy-to-use process for measuring elements of quality within online programs in higher education. By evaluating each of the respective quality indicators within the established nine categories, an administrator of online programs can determine strengths and weaknesses of their program. The results of this process identify program weaknesses that can be used to support continuous improvement and strategic planning initiatives.
    LanguageEnglish
    PublisherOnline Learning Consortium
    Release dateMar 24, 2021
    ISBN9781934505076
    A Practical Handbook to Implement the Quality Scorecard for the Administration of Online Programs

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      Book preview

      A Practical Handbook to Implement the Quality Scorecard for the Administration of Online Programs - Kaye Shelton

      A Practical Handbook to

      Implement the Quality Scorecard for the

      Administration of Online Programs

      Editor:

      Kaye Shelton, Ph.D.

      The Online Learning Consortium

      The purpose of the Online Learning Consortium is to help learning organizations continually improve the quality, scale, and breadth of their online programs according to their own distinctive missions, so that education will become a part of everyday life, accessible and affordable for anyone, anywhere, at any time, in a wide variety of disciplines.

      This publication contains information obtained from authentic and highly regarded sources. Reprinted material is quoted with permission, and sources are indicated. A wide variety of references are listed. Reasonable efforts have been made to publish reliable data and information, but the authors and the publisher cannot assume responsibility for the validity of all materials or for the consequences of their use.

      Neither this publication nor any part may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, microfilming, and recording, or by any information storage or retrieval system, without prior permission in writing from the publisher.

      The consent of the Online Learning Consortium does not extend to copying for general distribution, for promotion, for creating new works, or for resale. Specific permission must be obtained in writing from the Online Learning Consortium for such copying or use in other works. Direct all inquiries to publisher@sloanconsortium.org.

      Cover design copyright ©2019 by Online Learning Consortium™

      All rights reserved. Published 2019

      Printed in the United States of America

      International Standard Book Number 978-1-934505-07-6

      This book is dedicated in loving memory of Dr. Bruce Chaloux,

      former Executive Director of the Sloan Consortium.

      May his passion for quality online education continue to live on in our work.

      Table of Contents

      v       Original Contributing Authors

      vi      Expert Panelists

      vii      About the Editor

      vii       Forward

      1      Introduction to the Quality Scorecard

      2      Institutional Support

      13      Technology Support

      22      Course Development and Instructional Design

      45      Teaching and Learning

      53      Faculty Support

      64      Student Support

      82      Evaluation and Assessment

      96      Quality Scorecard 2014 Rubric

      122      Online Learning Consortium Quality Pillars Framework

      Special thanks goes to Dr. Janet Moore, who worked diligently in moving the first edition of the handbook forward, contributing in the writing and as co-editor. Janet, we are very grateful for your contributions.

      Our sincerest thanks goes to the following online education professionals who contributed to the first edition of The Quality Scorecard for the Administration of Online Programs: A Handbook (2010). Your contribution provided a strong foundation for hopefully, many editions to come.

      Shirley Adams

      Charter Oak State College

      Nan Chico

      California State University East Bay

      Nancy Coleman

      Boston University

      Mary Fehr

      Texas Tech University

      Gwendolyn Godard

      North Carolina Agricultural & Technical State University

      Jon Lenrow

      Peirce College

      Janet C. Moore (author/editor)

      The Sloan Consortium

      Darrell Naylor-Johnson

      Savannah College of Art and Design

      Loyce Pailen

      University of Maryland University College

      Alexandra M. Pickett

      The State University of New York, SUNY Learning Network

      Maria Puzziferro

      Rocky Mountain College of Art and Design

      George Saltsman

      Abilene Christian University

      Jodi Servatius

      California State University East Bay

      Kaye Shelton

      Lamar University

      Mike Simmons

      University of North Texas

      The Online Learning Consortium Quality Scorecard for the Administration of Online Education Programs is the result of a six-month long Delphi research study conducted by Dr. Kaye Shelton in 2009. In 2014 and 2018, the Quality Scorecard was again reviewed for relevance and application. Thank you to the following online educators who willingly participated in the study and contributed their expertise.

      Proving that quality exists within in online education programs can be a daunting and complex as there are many variables to consider. Nevertheless, we as educators must continue the quest to achieve the ideal learning environment and share effective practices for advancing quality for our students. as they are the leaders of tomorrow. At the same time, we need to demonstrate to all stakeholders that online education works, and works well, if guidelines and standards are followed like the Online Learning Consortium’s Quality Scorecard for Online Programs (QSC). When we reached out, every administrator we spoke with acknowledged there was a great need for this tool.

      This handbook was developed for those responsible for online programs who want to apply the quality metrics to their own online programs. The writers explain each of the 70 quality indicators in the Quality Scorecard 2018, make recommendations, and provide best practices for implementing them. We want to thank the various seasoned online administrators who participated in all of the Delphi studies focused on the Quality Scorecard.

      Thanks also to Janet Moore for many hours of edits and rewrites and sleepless nights, and to those who assisted with writing the original guide in 2010. Thank you to the 2014 associate editors, Karen Pedersen and Lisa Holstrom, who were indispensable in that edition; they willingly volunteered many hours to help forward the work of the QSC and the newly developed rubric. We are so grateful!

      Everyone who helped on this project is a testament to the need for this collaborative effort to advance our emerging field. In fact, we have had large response to the use of the QSC and the formal review process the Online Learning Consortium provides in order for programs to earn a quality seal.

      In the 18 years since the Institute for Higher Education Policy published its seminal work Benchmarks for Success in Internet-Based Distance Education by Jamie P. Merisotis and Ronald A. Phipps, online education has certainly moved into the mainstream of higher education. With it comes innovations in design and delivery that offers us a world of any time, any place, access to quality learning.

      Kaye Shelton

      The Online Learning Consortium is dedicated to improving the quality, scale and breadth of education through online, blended and digital teaching and learning.

      Introduction to the Quality Scorecard

      The Online Learning Consortium’s Quality Scorecard for Online Programs (QSC) is an easy-to-use process for measuring elements of quality within online programs in higher education. By evaluating each of the respective quality indicators within the established nine categories, an administrator of online programs can determine strengths and weaknesses of their program. The results of this process identify program weaknesses that can be used to support continuous improvement and strategic planning initiatives.

      The Quality Scorecard 2018 contains 70 unique quality indicators--each indicator is worth up to three points. The quality indicators are arranged within seven different categories: Institutional/Administration Support; Technology Support; Course Development/ Instructional Design; Teaching and Learning; Faculty Support; Student Support; and Evaluation and Assessment.

      The administrator or team will first determine at what level their program meets the intent of each of the quality indicators after examining all procedures and processes. The next step is to determine how that score can be substantiated or demonstrated to others. The following describes each point value.

      0 points = Deficient. The administrator does not observe any indications of the quality standard in place.

      1 point = Developing. The administrator has found a slight existence of the quality standard but difficult to substantiate. Much improvement is still needed in this area.

      2 points = Accomplished. The administrator has found there to be moderate use and can substantiate the quality standard. Some improvement is still needed in this area.

      3 points = Exemplary. The administrator has found that the quality standard is being fully implemented, can be fully substantiated, and there is little to no need for improvement in this area.

      The Quality Scorecard is versatile enough to be used to demonstrate the overall quality of online programs, no matter what size or type of institution.  The Quality Scorecard (version 1, 2010) was originally developed through a 6-month Delphi study involving 43 experts in online education administration. The Quality Scorecard (version 2, 2014) was modified using a portion of the expert panelists, three years of feedback from use in the field. The Quality Scorecard (version 3, 2018) was again reviewed with experts using a Delphi Method. The following range of scores should be used after scoring, developing justifications, and providing supporting artifacts:

      90-100% (189—210 points) = Exemplary

      80-89% (168—188 points) = Acceptable

      70-79% (147—167 points) = Marginal

      60-69% (126—146 points) = Inadequate

      < 59% (< 125 points) = Unacceptable

      Contact the Online Learning Consortium at (617) 716-1414 if interested in a formal program review of online programs.

      Note: The Quality Scorecard contains adaptations of the 24 quality standards from the Institute for Higher Education Policy’s Quality on the Line: Benchmarks for Success in Internet-based Distance Education (2000).

      Institutional/Administration Support

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