Benchmarks for Success in Internet-based Distance Education
The following benchmarks are excerpted from an April
2000 report by Ronald Phipps and Jamie Merisotis for
the Institute for Higher Education Policy
(http://www.ihep.com),
a non-profit, non-partisan organization whose mission is to
foster access to and quality in postsecondary education.
The report was commissioned by the National Education
Association (NEA), the nation's largest professional
association of higher education faculty, and Blackboard
Inc., a widely used platform provider for online education.
The complete report can be found at
http://www.ihep.com/PUB.htm.
Institutional Support Benchmarks
- A documented technology plan that includes electronic
security measures(i.e., password protection, encryption,
back-up systems) is in place and operational to ensure
both quality standards and the integrity and validity
of information.
- The reliability of the technology delivery system
is as failsafe as possible
- A centralized system provides support for building
and maintaining the distance education infrastructure.
Course Development Benchmarks
- Guidelines regarding minimum standards are used for
course development, design, and delivery while
learning outcomes -- not the availability of existing
technology-- determine the technology being used to
deliver course content.
- Instructional materials are reviewed periodically to
ensure they meet program standards.
- Courses are designed to require students to engage
themselves in analysis, synthesis, and evaluation as
part of their course and program requirements.
Teaching/learning Benchmarks
- Student interaction with faculty and other students
is an essential characteristic and is facilitated
through a variety of ways, including voice-mail
and/or e-mail.
- Feedback to student assignments and questions is
constructive and provided in a timely manner.
- Students are instructed in the proper methods of
effective research, including assessment of the
validity of resources.
Course structure Benchmarks
- Before starting an online program, students are
advised about the program to determine is (1)
they possess the self-motivation and commitment
to learn at a distance and 92) if they have
access to the minimal technology required by
the course design.
- Students are provided with supplemental course
information that outlines course objectives,
concepts, and ideas, and learning outcomes for
each course are summarized in a clearly written
straightforward statement.
- Students have access to sufficient library
resources that may include a "virtual library"
accessible through the World Wide Web.
- aculty and students agree upon exceptions
regarding times for student assignment
completion and faculty response.
Student Support Benchmarks
- Students receive information about programs,
including admission requirements, tuition
and fees, books and supplies, technical and
proctoring requirements, and student
support services.
- Students are provided with hands-on training
and information to aid them in securing material
through electronic databases, interlibrary loans,
government archives, news services,
and other sources.
- Throughout the duration of the course/program,
students have access to technical assistance,
including detailed instructions regarding the
electronic media used, practical sessions prior
to the beginning of the course, and convenient
access to technical support staff.
- Questions directed to student service personnel
are answered accurately and quickly, with a
structured system in place to address
student complaints.
Faculty Support Benchmarks
- Technical assistance in course development is
available to faculty, who are encouraged
to use it.
- Faculty members are assisted in the transition
from classroom teaching to online instruction
and are assessed during the process.
- Instructor training and assistance, including
peer mentoring continues through the
progression of the online course.
- Faculty members are provided with written
resources to deal with issues arising from
student use of electronically-accessed data.
Evaluation and Assessment Benchmarks
- The program's educational effectiveness and
teaching/learning process is assessed through
an evaluation process that uses several methods
and applies specific standards.
- Data on enrollment, costs, and successful/innovative
uses of technology are used to evaluate program
effectiveness.
- Intended learning outcomes are reviewed regularly
to ensure clarity, utility, and appropriateness.
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