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Online Programme of Excellence Model
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| Presenter(s):
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| Luis Villar,
University of Seville,
mvillar@us.es
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| Olga Alegre,
University of La Laguna,
oalegre@telefonica.net
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| Abstract:
This paper illustrates an Online Programme Excellent Model, based on the European quality assurance model, for improving faculty and agency staff members' programme standards. The results of applying this Model indicate the necessity of quality policies that support the evaluators' competencies to improve programmes. This study concludes by outlining how faculty and agency staff members as evaluators can use this Model for the internal and external quality assurance of programmes.
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Online and Flexible: The Changing Nature of Course Evaluation in Australian Universities
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| Presenter(s):
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| Christina Ballantyne,
Murdoch University,
c.ballantyne@murdoch.edu.au
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| Abstract:
Murdoch University in Western Australia recently moved to a totally online system for end of semester evaluation of units (courses). Initial faculty concerns regarding diminishing response rates generally associated with online surveys have been allayed as an overall response rate of around 50 percent has been achieved.
This paper examines the changing nature of unit/course evaluation with the move to online and the fact that student feedback has also now been put on the national agenda in Australia, with a requirement that institutions publish aggregated results. Strategies that have been taken to maximize response rates, the benefits achieved by using online rather than paper systems and issues related to flexible learning environments, which are becoming the norm given that in Australian universities full-time students are in outside paid employment an average of fifteen hours per week, are also examined.
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Aligning Evaluation of Instructional Technology Programs to the Innovation Cycle: The Case of the Duke Digital Initiative
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| Presenter(s):
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| Yvonne Belanger,
Duke University,
yvonne.belanger@duke.edu
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| Abstract:
Evaluation strategies for instructional technology pilot projects should be different from the strategies used for more mature uses of instructional technologies. In developing a program evaluation approach for the Duke Digital Initiative, the Center for Instructional Technology at Duke University wanted a process that would recognize this difference and emphasize use of evaluation findings. Ultimately, a stakeholder-drive evaluation process was developed which aligned with a three-phase innovation cycle to ensure that evaluation focus was both participatory as well as tuned to the needs of decision-makers.
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