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ERIC Number: ED557457
Record Type: Non-Journal
Publication Date: 2013
Pages: 267
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3211-2217-6
ISSN: N/A
Correlating Online Course Design with the Institutional Mission and Student Learning Outcomes
Lang, Charlotte S.
ProQuest LLC, Ed.D. Dissertation, Oral Roberts University
Purpose and Method of Study: The purpose of this study was to examine the quality of the design of the subject university's online general education courses based on the Quality Matters™ (QM) criteria and scoring rubric and correlate this evaluation with the implementation of the university's overall institutional mission and student learning outcomes as indicated by the student assessment system (SAS). The SAS scores are part of a comprehensive outcome-based assessment program and are linked to the university's institutional mission. This study further examined whether the university's SAS scores were significantly different for the students taking the courses online compared to the scores for the students taking the course face-to-face. The first stage of the analysis evaluated how well the design of the online courses aligned with the QM criteria. The second stage of the analysis used stepwise multiple regression to determine whether there was a relationship between the variables. The third stage of the analysis used an independent-measures t-test to determine whether there was a significant difference between the SAS scores for the online students compared to the face-to-face students. The sample included 1,814 undergraduate students taking one or more general education courses at the subject university during the 2007-2009 time period. Findings and Conclusions: The findings related to the first stage of the analysis determined most of the online courses were in alignment with the key components of QM's alignment criteria; however, none of the courses met the criteria for every essential criterion in the QM rubric. The stepwise multiple regression revealed 10.4% of the variance in the SAS score was explained by the course mean GPA. The statistical analysis indicated the SAS scores for the online students were not significantly different from the SAS scores for the face-to-face students, t = 1.449, p = 0.148, two tailed. It was concluded there was no significant difference in the SAS scores for the students who took the general education courses online compared to the scores for the students who took the general education courses F2F. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A