In the past year as the eLearning Advisor & Developer I have identified the following "eLearning Guidelines for New Zealand" that I wish to specifically to address relating to quality in online teaching and learning.
- 1.1 Teaching staff: learning design: learner/centred
TD5: has a representative sample of students tested the elearning materials and any necessary modifications been made?
- 1.2 Teaching staff: teaching relationships: collaboration
TT13: does the teacher evaluate the elearning during their course to identify its effectiveness and how to improve it?
Quality eLearning issues
In 2008 we introduced our third LMS – Moodle. Teaching staff had been using Colts LMS and Blackboard for just over five years. During this time, an ongoing issue from an eLearning Advisor and Developer’s perspective has been the lack of internal quality control procedures. There is no formal moderation processes of online resources centred around best practice models. We have yet to develop a relevant and checklist for design and delivery of an online paper at UCOL.
How the guidelines may address the issues
I would hope that the introduction of a student evaluation by Online Tutors, with the support and guidance of the eLearning Advisor and Developer would assist in the ongoing improvement and effectiveness of online courses.
The criteria for evaluating the quality of online courses would be developed based on research and collaboration.
Milne, J. & Dimock, E. (2006). eLearning guidelines - guidelines for the support of elearning in New Zealand tertiary institutions. (version 0.8). Massey University.
Wright, C. R. (n.d.). Criteria for evaluating the quality of online courses. Alberta.