Internet Learning Volume 4, Number 2, Fall 2015 | Page 79

Internet Learning
Does the distance education
portion of the program result
in outcomes of the same
quality as other on-site
courses?
Is there timely instructor
response/feedback to student
assignments and inquiry?
Standard A.3.7.
Evaluation must be conducted
on a regular basis to provide
students and program officials
with timely indications of the
students’ progress and
academic standing.
Standard 3.5
Pertains to self-assessment
Standard 5.3
Pertains to instructor
response
Close match. Institutional and
QM concern for timely
feedback. QM indicators for
multiple opportunities to track
progress with timely feedback
support transparency in
student assessment.
Standard A.5.3.
Programs must routinely
secure and document
sufficient qualitative and
quantitative information to
allow for meaningful analysis
about the extent to which the
program is meeting its stated
goals and objectives. This
must include, but need not be
limited to
• Faculty effectiveness in
their assigned teaching
responsibilities.
• Students’ progression
through the program.
• Fieldwork and
experiential component
performance evaluation.
• Student evaluation of
fieldwork and the
experiential component
experience.
• Student satisfaction with
the program.
• Graduates’ performance
on the NBCOT
certification exam.
• Graduates’ job placement
and performance based
on employer satisfaction.
• Graduates’ scholarly
activity (e.g.,
presentations,
publications, grants
obtained, state and
national leadership
positions, awards).
Is there an appropriate means
of evaluating faculty
effectiveness in delivery of
distance education
components?
Not addressed
Adoption of the QM rubric
or institutional membership
may indicate commitment to
an examination of faculty
effectiveness. QM course
review could be expanded to
address course and faculty
evaluation.
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