Evaluation of E-Learning Courses Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Evaluation of E-Learning Courses Assignment
The following matrix designed by Badrul Khan, an expert on e-learning and educational technology, to evaluate online courses. If the question does not apply to the course being evaluated, print Not Applicable (N/A).
Question Comments PEDAGOGICAL DIMENSION Q1. Does the course provide clear instructional goals (or are clear learning outcomes specified?)
Q2. If appropriate, are objectives for each section of the course clearly specified?
Q3. What is the instructor’s role?
· More facilitator than didactic
· More didactic than facilitative
· A combination of both
Q4. If the course design allows the
instructor to serve as facilitator, how/ where does facilitation occur?
· mailing list
· online discussion forum
· audio conference
· video conference
Q5. Does the course provide clear
directions of what learners should do at
every stage of the course?
Q6. Does the course provide a sense of continuity for the learners (i.e., each unit of the lesson builds on the previous unit where appropriate)?
Q7. Does this course utilize a matrix of media to create a rich environment for active learning?
Q8. Does the course exploit the flexibility of the hypertext/hypermedia environment of the Web?
TECHNOLOGICAL DIMENSION
Q9. Does the course have personnel who can assist learners to set up for starting the course? (Or does the course have orientation programs that provide technical training prior to a course?)
Q10. Is the cost of required hardware,
software, and Internet service a deterrent to taking this course?
Q11. Do students receive any guidance on how to set up hardware equipment for desktop video conferencing (if needed for the course)?
Q12. Are the hardware requirements for the course clearly stated?
Q13. Are the software requirements for the course clearly stated?
Q14. Do students receive any guidance
on how to do the following:
· send e-mail attachments
· install required software,
· scan a picture
· print within Web page frames
· create online presentation using presentation software
· other
INTERFACE DESIGN DIMENSION
Q15. Do Web pages look good (i.e.,
effectively designed) in a variety of Web
browsers and devices-in text-based
browsers, all recent versions of Internet Explorer and Netscape, and so on?
Q16. Does the course use a standard font type so that text appears the same in different computer platforms and browsers?
Q17. Does the course follow “one idea per paragraph” rule?
Q18. Is the text chunked and presented
in a way that enables scanning and
comprehension?
Q19. Does the course provide structural
aids or a site map to guide the learner’s
navigation?
Q20. To avoid bandwidth bottlenecks, does the course ask students to download large audio, video and graphic files to their hard drives before the instructional events?
Q21. How quickly can users find answers to the most frequently asked questions on the course site?
Q22. Does the course use easy-to understand terminology?
EVALUATION DIMENSION
Q23. How is the learner’s assessment
on various parts of the course administered? Check all that apply:
· multiple choice
· true/false
· fill-in-the blanks
· essay questions
· papers
· projects
· assignments
· proctored tests
· portfolio development
· case studies
· lab report
· journal
· other
Q24. Does the assessment provide students with the opportunity to demonstrate what they have learned in the course?
Q25. Does the course have a system
to accept students’ online evaluations of the following?
· Content
· Instructor
· Learning environment
· Learning resources
· Course design
· Technical support
· Other
Q26. Does the course provide an instant feedback button on most screens/pages in order to receive learners’ feedback for improvement of the course?
MANAGEMENT DIMENSION
Q27. What content exists and what content must be created? Of existing content, what content requires “reprint” permission?
Q28. Does the course acquire permission to use copyrighted information and materials?
Q29. Does the course provide students with designated and secure (e.g., password protected) online spaces to store their notes and resources?
Q30. Does the course have a system of keeping track of student submissions, and online quizzes?
Q31. Does the course notify students about any changes in due dates or other course relevant matters (e.g., server down) via the following means?
· announcement page
· alert boxes
· running footer added to a page
· phone call
Q32. Does the course provide back-up materials or alternative activities for students (i.e., what students will do) if any of the following is either not operating properly or unavoidable during a schedule lesson period?
· Access to the courseware
· Discussion forum
· chat room
· e-mail and mailing list
· books
· online resources
· library materials
· study guide
· instructor
· tutor
· technical support
RESOURCE DIMENSION
Q33. Does the course provide guidance on how to organize for online learning?
Q34. Does the course provide information or ideas about how many hours (approximately) per week students are expected to spend on course assignments?
Q35. Does the course provide toll-free telephone numbers for online support services?
Q36. Does the course provide clear guidelines to the learners on what support can and cannot be expected from a help line?
Q37. Does the course provide examples of previous students’ work on the Web? If yes, select all that apply and circle whether searchable and browsable:
· projects (searchable/browsable)
· papers (searchable/browsable)
· text dialogue from discussion forums (searchable/browsable)
· text dialogue from online conferencing exchanges (searchable/browsable)
Q38. Does the institution’s library have library resources online? If yes, do students have access to its databases via the Internet or other networks?
Q39. Does the host institution’s library have a system of getting books and other materials for students via interlibrary loan?
Q40. Does the library fax documents to students?
ETHICAL DIMENSION
Q41. To improve cross-cultural verbal communication and avoid misunderstanding, does the course make an effort to reduce or avoid the use of jargon, idioms, ambiguous or cute humor, and acronyms?
Q42. To improve visual communication, is the course sensitive to the use of navigational icons or images? For example, a pointing hand icon to indicate direction would violate a cultural taboo in certain African cultures by representing a dismembered body part (Reeves & Reeves, 1997).
Q43. Is the course offered to a geographically diverse population? If yes, is the course sensitive about students from different time zones (e.g., synchronous communications are scheduled at reasonable times for all time zones represented)?
Q44. Is the course designed to have tolerance for learners who adapt to individualized distributed learning environment more slowly than others?
Q45. Does the course allow students to remain anonymous during online discussions?
Q46. Does the course provide any guidance to learners on how to behave and post messages in online discussions so that their postings do not hurt others’ feelings?
Q47. If a student fails to follow the etiquette of the course, how does the instructor work with students to promote compliance?
Q48. Does the course provide privacy guidelines on online postings?
Q49. Does the course provide policies regarding fraudulent activities in course-related testing, assignments and projects?
Q50. Does the course get students’ permission to post any of the following on the Web?
· Students’ photographs
· Students’ projects
INSTITUTIONAL DIMENSION
Q51. Do faculty receive training on how to moderate and/or maintain a listserv?
Q52. Does technical and other staff receive training on how to communicate with remote learners in difficult situations?
Q53. Does the course limit the number of students per faculty member?
Q54. Does the course provide academic quality such as one would expect in a traditional course?
Q55. Does the site provide any information regarding whether the course is transferable to other accredited institutions?
Q56. Is the course offered at a lower fee than on-campus courses? It is not uncommon for students to expect lower fees for online courses.
Q57. Would student information submitted online to the registrar’s office be kept secure and confidential to the extent possible?
Q58. Are instructor/tutor and technical staff available during online orientation?
Q59. Can students purchase packages of course-related supplemental reading materials online from the campus bookstore?
Q60. Can students apply for financial aid/loans online?
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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