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ERIC Number: ED545468
Record Type: Non-Journal
Publication Date: 2013-Jul-9
Pages: 246
Abstractor: As Provided
Reference Count: 154
ISBN: N/A
ISSN: N/A
Distance Education Quality Course Delivery Framework: A Formative Research Study
Berta, Michael Raymond
Online Submission, Ed.D. Dissertation, University of Phoenix
In the Fall 2010 semester, student enrollment in distance education courses increased in the United States to over 6.1 million students taking at least one distance course. Distance education allows institutions to meet increasing demands from the government and business sectors for more graduates in ways that face-to-face courses cannot meet with physical space, faculty resources, and class size limitations. Faculty and administrators express concerns about poor academic quality in online courses and programs. Existing models such as Sloan-C Five Pillars of Quality Online Education and Quality Matters do not adequately address course delivery quality. This Formative Research study was an effort to develop an instructional delivery framework for online courses that would meet requirements from (a) accreditation and regulatory agencies, (b) faculty and administration concerns about how to design and implement quality distance courses, and (c) maintenance of pedagogical flexibility for faculty. The study produced a quality instructional delivery model that was developed through iterative cycles of faculty use and feedback with the framework. Data were analyzed using the Three C's Model. This developed model provides a flexible, comprehensive, and quality-oriented model for the delivery of distance courses in a traditional university environment. The framework enables faculty of various disciplines and experience with online instruction to design a course for distance delivery that meets quality demands while allowing for the freedom customary for faculty membership. The framework produced an appealing, effective, and efficient instrument that can support the growth of quality distance courses and programs within institutions. The following are appended: (1) Permission to Conduct Research; (2) Letter of Invitation; (3) Informed Consent; (4) Interview Protocol; (5) Focus Group Protocol; (6) Instructional Delivery Framework Versions; (7) Change Matrix for Instructional Delivery Framework Revisions; and (8) Sample Case for Research.
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York