The eLearning Leader’s Toolkit for Evaluating Online Teaching

Chapter
Part of the Educational Communications and Technology: Issues and Innovations book series (ECTII)

Abstract

College and university administrators who are tasked with leading distance-education programs can rely on several strengths: program and curriculum development expertise, knowledge of trends and needs among employers, budgeting skills, and experience in navigating the various regulations and accreditation requirements for new programs. Many of us in leadership positions have not, however, taught online courses ourselves, having left the classroom to become administrators before the “wave” of online teaching reached our institutions.

Although some department chairs and deans have taught online courses themselves (and thus have a feel for the challenges and flow of online teaching), many more administrators conducted their teaching careers exclusively in the face-to-face classroom. Especially for those administrators who moved away from teaching in the early 2000s, they are likely not to have developed or taught courses in a mode other than face-to-face. This chapter is designed to provide eLearning leaders three sets of tools for creating, implementing, and operating an evaluation program for online teaching at your campus.

Keywords

Administration Assessment Bias Employment Evaluation Formative Measurement Observation Quality Rubric Summative Teaching 

Notes

Acknowledgments

The author is grateful to Wiley for permission to base the “Toolkit 1” and “Toolkit 2” sections of this chapter on Chap. 6, “Administrative Evaluation of Online Teaching” in Tobin, Mandernach, & Taylor, Evaluating Online Teaching: Implementing Best Practices (© 2015 John Wiley & Sons, Inc. All rights reserved).

References

  1. Allen, I. E., Seaman, J., Lederman, D., & Jachik, S. (2012). Conflicted: Faculty and online education, 2012. Babson Survey Research Group and Inside Higher Ed. Retrieved from https://www.insidehighered.com/sites/default/server_files/survey/conflicted.html.
  2. Allen, I. E., Seaman, J., Poulin, R., & Straut, T. T. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group and Quahog Research Group. Retrieved from http://onlinelearningsurvey.com/reports/onlinereportcard.pdf.
  3. Betts, K. (2013). Lost in translation: Importance of effective communication in online education. Online Journal of Distance Learning Administration, 16(2). Retrieved from http://www.westga.edu/~distance/ojdla/summer122/betts122.html.
  4. Buller, J. (2012). Best practices in faculty evaluation. San Francisco, CA: Jossey-Bass.Google Scholar
  5. Chickering, A. and Gamson, Z. (1987). Principles for good practice in undergraduate education. The Wingspread Journal (Special insert, n.p., June). Racine, WI: Johnson Foundation.Google Scholar
  6. Cranney, M., Wallace, L., Alexander, J. L., & Alfano, L. (2011). Instructor’s discussion forum effort: Is it worth it? MERLOT Journal of Online Learning and Teaching, 7(3). Retrieved from http://jolt.merlot.org/vol7no3/cranney_0911.pdf.
  7. Drouin, M. (2012). What’s the story on evaluations of online teaching? In M. E. Kite (Ed.), Effective evaluation of teaching: A guide for faculty and administrators (pp. 60–70). Washington, DC: Society for the Teaching of Psychology. Retrieved from http://www.teachpsych.org/Resources/Documents/ebooks/evals2012.pdf.Google Scholar
  8. Ismail, E., Buskist, W., & Groccia, J. E. (2012). Peer review of teaching. In M. E. Kite (Ed.), Effective evaluation of teaching: A guide for faculty and administrators (pp. 79–91). Washington, DC: Society for the Teaching of Psychology. Retrieved from http://www.teachpsych.org/Resources/Documents/ebooks/evals2012.pdf.Google Scholar
  9. Mandernach, B. J., Gonzales, R. M., & Garrett, A. L. (2006). An examination of online instructor presence via threaded discussion participation. MERLOT Journal of Online Learning and Teaching, 2(4). Retrieved from http://jolt.merlot.org/vol2no4/mandernach.pdf.
  10. McCarthy, S. and Samors, R. (2009). Online learning as a strategic asset. 2 vols. APLU-Sloan National Commission on Online Learning. Retrieved from http://sloanconsortium.org/publications/survey/APLU_Reports.
  11. Piña, A., & Bohn, L. (2014). Assessing online faculty: More than student surveys and design rubrics. Quarterly Review of Distance Education, 15(4), 25–34.Google Scholar
  12. Southern Association of Colleges and Schools Commission on Colleges (SACS COC). (2012). Credit hours: Policy statement. Retrieved from http://www.sacscoc.org/subchg/policy/CreditHours.pdf.
  13. Tobin, T. J., Mandernach, B. J., & Taylor, A. H. (2015). Evaluating online teaching: Implementing best practices. San Francisco: Jossey-Bass.Google Scholar
  14. Weaver, R. R., & Qi, J. (2005). Classroom organization and participation: College students’ perceptions. Journal of Higher Education, 76(5), 570–601.CrossRefGoogle Scholar

Copyright information

© Association for Educational Communications and Technology 2018

Authors and Affiliations

  1. 1.Tobin ConsultingState CollegeUSA

Personalised recommendations