Online education is continually growing and becoming more widely accepted as an instructional delivery option. Student success, student retention, and course quality continue to be issues in distance education. In order to adequately address the issues of student retention, student success, and course quality, evaluation standards must exist. This study was designed to review evaluation standards for online-course quality in the community college and to explore the results of the usage of the evaluation standards as they related to student retention and success at a local community college. The purpose of this study was to (a) review evaluation standards capable of rating instructional quality of an online course, (b) validate the evaluation standards to be included in the evaluation instrument, and (c) determine if relationships exist between faculty evaluation scores and student success and retention in online courses. The evaluation instrument used in this study was a researcher-developed instrument that was validated from previous literature and a panel of experts in the field of distance learning. The instrument was used to measure the quality of the online classroom from the fall 2014 online courses at a local community college. A pilot test of 12 courses used the test–retest method to determine the reliability of the instrument. The remaining online courses were then evaluated using the Online Faculty Course Evaluation Instrument. Division Chairs and the Dean of Instruction acted as the supervisors of the faculty teaching online. There are 5 Division Chairs and 1 Dean of Instruction. These supervisors completed the evaluation instrument. Positive weak relationships were found and included: (a) correlation between course student-retention and the Assessment and Feedback Item #1, “course assessments are distributed equally and appropriately throughout the semester, (b) correlation between course student-success rates and the overall Course Information scores, (c) correlation between course student-success rates and Assessment and Feedback Items #1, “course assessments are distributed equally and appropriately throughout the semester, and (d) correlation between course student-success rates and Assessment and Feedback Items #6, “assessments align with the course objectives.”

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The purpose of this study was to investigate leaders' experiences with developing a culturally inclusive community and equitable learning environment in six state-level supplemental virtual programs. Two research questions were: (1) How do leaders in state-level supplemental virtual programs describe their experiences with developing a culturally inclusive community: (a) At the program level for faculty and staff? (b) At the program and course levels for students? (2) How can instructional and course design practices address barriers to virtual learning in order to facilitate an equitable learning environment for students of diverse backgrounds? This research contributes to the field of virtual leadership by representing leaders' perspectives and practices regarding how to cultivate a sense of belonging in the online community and how to address challenges with teaching and learning in this setting. This qualitative case analysis involved leaders from six state-level supplemental virtual programs in the United States. Data were gathered using a demographic survey, semistructured one-on-one interviews, and focus groups to gain a comprehensive understanding of leadership in this setting. An online survey collected demographic data from 22 program leaders, of whom 21 from various backgrounds were purposefully selected for interviews: four executive leaders, seven directors of instruction, four curriculum leaders, two instructional designers, and four other program-area leaders. Twelve findings were identified, with six related to a culturally inclusive community and six pertaining to an equitable learning environment. The findings described how leaders built community at the program level for virtual employees and at the course level for teachers and students. Considerations for creating a shared sense of community included collaboration with colleagues, multiple staff roles, relationship building, frequent communication, teacher visibility, and some student anonymity. The findings also identified barriers to equity, including student access to online content, cultural representation, connectivity, device limitations, individual readiness, and support from a supervising adult. Leaders navigated some challenges through standards-aligned course design and instructional practices. Finally, a team-based approach to resolving technology issues and supporting individual learners' needs was found to help students access content and engage in their online courses. / Doctor of Education / The purpose of this study was to investigate leaders' experiences with developing a culturally inclusive community and equitable learning environment in six state-level supplemental virtual programs. This research contributes to the field of virtual leadership by representing leaders' perspectives and practices regarding how to cultivate a sense of belonging in the online community and how to address challenges with teaching and learning in this setting. This qualitative case analysis involved leaders from six state-level supplemental virtual programs in the United States. Data were collected using a demographic survey and semistructured interviews. An online survey was used to collect demographic data from 22 program leaders, of whom 21 from various backgrounds were purposefully selected for interviews: four executive leaders, seven directors of instruction, four curriculum leaders, two instructional designers, and four other program-area leaders. Information related to the purpose and research questions was gathered through one-on-one interviews and group interviews. A comparison of leaders' perspectives offered insight into leadership approaches to building relationships and with problem-solving how to help students access online content in state-run virtual programs. Twelve findings were identified, with six related to a culturally inclusive community and six pertaining to an equitable learning environment. The findings described how leaders built community at the program level for virtual employees and at the course level for teachers and students. Considerations for creating a shared sense of community included collaboration with colleagues, multiple staff roles, relationship building, frequent communication, teacher visibility, and some student anonymity. The findings also identified barriers to equity, including student access to online content, cultural representation, connectivity, device limitations, individual readiness, and support from a supervising adult. Leaders navigated some challenges through standards-aligned course design and instructional practices. Finally, a team-based approach to resolving technology issues and supporting individual learners' needs was found to help students access content and engage in their online courses.

This qualitative study examines an asynchronous online course from a private university utilizing a template model for all online courses to provide students with consistent navigation and course structure throughout their degree program. The asynchronous online courses are purposely created using three criteria of quality course design: navigation is intuitive, information is chunked, and instructions are written clearly. A two-part usability test was conducted with three internal and three external participants. The two-part usability test focused on course navigation and examined the signaling, segmenting, and coherence principles applied to course content page layouts. Transcripts from the usability tests and observational field notes were coded through an iterative process in Nvivo. Through emic and etic coding, seven main categories were identified: user experience, cognitive load, multimedia learning principles, page design and layout attributes, course navigational attributes, course attributes and information, and participant navigational behavior. The findings for first-day navigation, general navigational behaviors, and perceptions of design elements used to implement the signaling, segmenting, and coherence principle are discussed. Course design recommendations for creating a positive usability experience and suggestions for future research are provided.

Thesis (MA (African languages))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic communication in isiXhosa on a university campus in South Africa within the framework of current second language theories of task-based language learning and teaching, and syllabus design for analysing those tasks, taking into account the needs of second language learners of isiXhosa in the context of campus communication. The study aims to explore questions relating to how meaning-based approaches to language teaching such as Task-based language learning and teaching have contributed to the teaching and learning of a second language in regard to the performance of the learner. One of the main aims of the task-based language learning and teaching (TBL and T) approach is to provide learners with input that are relevant to their everyday life in and outside of the language learning classroom. The aim is to further provide teachers with theorectical principles of teaching in order to influence the second language development and performance of the learner in an optimal manner. Thus the concern of TBL and T is to promote the motivation of the learner, negotiations of meanings among the learners and teacher in the classroom and optimal language development. The performance of the learners are thus positively influenced because they are now in more control of their own learning and the teacher no longer has to be the only provider of information and interaction to the language learning classroom. In order to explore the various possibilities that exist in the designing of tasks for the context of a university campus in regards to learning isiXhosa as a second language or additional language, this study investigates several components of tasks relating to cognitive and linguistic complexity, the effects the manipulation of these components might have on the language learning and elements and components of designing a syllabus, and how they influence the teaching and learning of the second language. Furthermore analyses regarding various complexity properties are conducted on the isiXhosa dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of isiXhosa. / AFRIKAANSE OPSOMMING: Die sentrale fokus van hierdie studie behels die ondersoek in die natuur en eienskappe van kommunikasietake wat gevind word in generiese kommunikasietake in isiXhosa by ’n universiteit kampus in Suid-Afrika, binne die konteks van hedendaagse tweede taal teorieë van taakgebasseerde taalleer en onderrig sowel as syllabus ontwerp en die analisering van daardie take aan die hand van die behoeftes van tweede taal leerders van isiXhosa in die konteks van kampus kommunikasie. Die studie beoog om vas te stel hoe betekenis-gebaseerde benaderings tot taal onderrig soos byvoorbeeld taakgebaseerde taalleer en onderrig bydra tot die onderrig en leer van ’n tweede taal in verband met die werkverrigtinge en prestasies van die leerder. Die taakgebaseerde benadering tot die leer en onderrig van ’n tweede taal beoog om die leerders toe te rus met relevante en alledaagse temas wat leerders binne en buite die klaskamer ervaar. Verder beoog hierdie benadering om opvoeders toe te rus met die nodige teoretiese beginsels van onderrig sodat tweede taal ontwikkeling sowel as die prestasies en werkverrigtinge van die leerders in ’n optimale en positiewe wyse beinvloed word. Hierdie benadering tot die leer en onderrig van taal is veral gemoeid met die positiewe bevordering van die motivering van die leerder sowel as die interaksies en vrae van betekenis tussen die leerders en die opvoeders binne die omgewing van die klaskamer sodat optimale taal ontwikkeling plaasvind. Die werkverrigtinge en prestasies van die leerder word dus positief beinvloed omdat die leerder in beheer is van sy/haar eie leer en die opvoeder is nie meer die enigste bron van inligting en interaksie in die klakamer nie. Verder ondersoek hierdie studie verskeie komponente van take wat verband hou met kognitiewe en linguisities kompleksiteit, die effek van manipulasie op hierdie komponente met betrekking tot die taalleer en die elemente en komponente van sillabus ontwerp asook hoe hierdie komponente die leer en onderrig van ’n tweede taal beinvloed. Hierdie insigte op die komponente van take skep verskeie moontlikhede vir die ontwikkeling van take in die konteks van ’n universiteit kampus met betrekking tot die leer van isiXhosa as ’n tweede taal of additionele taal. Verder verskaf die studie ook ontledings met betrekking tot die kompleksiteitseienskappe van verskeie isiXhosa dialoeë sodat ’n kriteria vir sillabus ontwerpers geskep word waarvolgens hulle take kan gradueer en in volgorde plaas binne die taakgebaseerde leer en onderrig sillabus vir tweede taal leerders van isiXhosa.

This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John Dewey, PBL is considered to be a non-traditional method of teaching and learning that encourages the development of self-directed learning and the acquisition of knowledge through experiential education. The final section describes the actual course design. Included in this section are the educational objectives of the class, examples of problems, assessment methods, and an examination of potential challenges in the design.

This phenomenographic study, explores the collaborative open learning experience of academic staff and open learners in cross-institutional academic development settings, and adds to what is known in these settings. It provides new insights for academic developers and course designers about the benefits of crossing boundaries (i.e. open learning) in an academic development context and proposes an alternative model to traditional academic Continuing Professional Development (CPD). It engages academic staff in experiencing novel approaches to learning and teaching and developing as practitioners through engagement in academic CPD that stretches beyond institutional boundaries, characterised by diversity and based on collaboration and openness. Data collection was conducted using a collective case study approach to gain insights into the collective lived collaborative open learning experience in two authentic cross-institutional academic development settings with collaborative learning features designed in. At least one of the institutions involved in each course was based in the United Kingdom. Twenty two individual phenomenographic interviews were conducted and coded. The findings illustrate that collaborative open learning was experienced as two dynamic immersive and selective patterns. Boundary crossing as captured in the categories of description and their qualitatively different variations, shaped that experience and related to modes of participation; time, place and space; culture and language as well as diverse professional contexts. Facilitator support and the elasticity of the design also positively shaped this experience. The community aspect influenced study participants' experience at individual and course level and illuminated new opportunities for academic development practice based on cross-boundary community-led approaches. The findings synthesised in the phenomenographic outcome space, depicting the logical relationships of the eleven categories of description in this study, organised in structural factors, illustrate how these contributed and shaped the lived experience, together with a critical discussion of these with the literature, aided the creation of the openly licensed cross-boundary collaborative open learning framework for cross-institutional academic development, the final output of this study. A design tool developed from the results is included that aims to inform academic developers and other course designers who may be considering and planning to model and implement such approaches in their own practice.

The emphasis on education fluctuates with the economy. When education is encouraged, many individuals flock to colleges and universities to increase earning potential or achieve goals. Thanks to advancements in technology, distance education in the 21st century can be similar to face-to-face education. Students spend many hours sitting in front of a computer completing course work. Although still in infancy stages, online education has vastly improved. Perspectives like teaching adults (andragogy), transformative learning, and teacher immediacy all address teaching individuals from afar. In consultation with these three perspectives, several qualitative measures have been developed aid with online course design. This graduate project intends to assist faculty with setting up an online course using Andragogy, Transformative Learning Theory, and Teacher Immediacy as the backbone. In addition, the Quality Online Course Initiative, Quality Matters, and Quality Online Learning and Teaching tools are applied.

This study aimed to evaluate the development process of Development and Learning course according to critical thinking based instruction in the Faculty of Commerce and Tourism Education at Gazi University by using Stufflebeam&rsquo / s Context, Input, Process, and Product evaluation model. Data were collected from various sources through qualitative and quantitative methods such as questionnaires, individual and focus group interviews, student journals, achievement test, and California Critical Thinking Disposition Inventory (CCTDI). The context evaluation results showed that there were problems in the attainment of course objectives and in the application of the effective instructional strategies for learning and improving thinking skills. Thereupon, at the input evaluation stage, the course was redesigned according to critical thinking based instruction. Pretest-posttest experimental study was carried out while implementing the redesigned course. Concerning the process evaluation, student journals pointed out that while critical thinking based instruction was effective on learning, thinking and metacognitive skills, students experienced some difficulties. Regarding the product evaluation, according to achievement pre-posttest and retention test results and CCTDI pre-posttest results, students in both groups showed a significant progress within a semester. However, there was no difference between treatment and control groups. On the other hand, in the focus groups interviews, the students from the treatment groups expressed the contributions of the course to their teaching and thinking skills, understanding and participation. In conclusion, though quantitative data addressed that critical thinking based instruction did not create difference compared to the traditional instruction, qualitative data delineated positive effects of this approach.

The purpose of this study was not to disprove the effects of the current, common remedial literacy course design and the literacy practices within that help adolescent RLLs pass statewide assessment tests, but to describe the potential long-term impact of an innovative comprehensive approach to literacy (CAL) framed through an integrated course design model. In this study I sought to determine if the 2012 CAL design with a particular demographic of student produced "significant" or lasting learning as defined by Fink (2003). In other words, did the 2012 CAL design promote sustained or increased practices of literacy and PYD over time with adolescent remedial literacy learners? Findings were documented through the participants' voices one year after participation in the CAL design. These findings demonstrate metadiscursivity with literacy and personal development in all six of Fink's taxa, thus indicating the design produced significant learning as defined by Fink (2003). All four participants demonstrated evidence of sustained or increased growth in their awareness of their learning practices and purposes, as well as their personal development. A major conclusion of this study was that remedial literacy educators and policy makers who impact the current remedial curriculum designs in secondary schools can no longer assume that students who enter the secondary remedial classroom with a deficiency in literacy do not have the potential for academic success and personal growth. Findings from this study demonstrate that this demographic of student can move from a negative to a positive trajectory and come to see themselves as successful and thriving individuals.