Build up Quality of e-Learning

In the second phase of production and development of online course, you make choices of what areas in the course implementation is to be improved. The idea is to critically assess the activities in planning, production and developing of an online course. The basis for the assessment comes from the description of  the present state. In this phase, you should also define and describe the main processes of planning, production, implementation and developing your online courses, as well as describing the responsibilities of each stakeholder. Also, the quality targets and how to measure them is done in this phase.

You can use the questions below according to the improvement you want to make to your online course. Don't forget systematic documentation. It is advisable to advance step-by-step, and choose new areas of improvement as you go along. This phase lasts considerably longer than the first phase, and may even take years.

Management How do you enhance the learning outcomes in your online course? Who is responsible for meeting the targets? How do you organise teaching and how responsibilities are negotiated? More information about setting the targets for learning outcomes in Löfström, E., Kanerva, K., Tuuttila, L., Lehtinen, A. ja Nevgi, A. (2006). Quality Teaching in Web-Based Environments: Handbook for University Teachers. Chapter 2.1.1: General learning objectives (p. 32-33) Chapter 2.2.1: Common learning objectives (p.54-55) Chapter 2.1.7: Coordination (s. 49-53) (includes information about responsibilities)

Skills What kind of skills and knowledge teachers and students should have to reach the targets set for teaching and learning? More information about pedagogical skills of teachers and learning skills of students in Löfström, E. ym. (2006). Quality Teaching in Web-Based Environments: Handbook for University Teachers. Chapter 2.1.2: Target group (p. 34-36) Chapter 2.1.3: Learning process and teaching methods (p. 37-40) Chapter 2.2.2: Individual differences in the learning process (ps. 55-57) Chapter 2.2.3: Interaction (s. 57-59) Chapter 2.2.4: Student support and guidance (p. 60-62)

Resources What kind of resources are needed to reach the targets set for an online course? Assess your own time management: How much time is allocated to planning, implementation, teaching and assessing learning? More information on resources and time management in Löfström, E. ym. (2006). Quality Teaching in Web-Based Environments: Handbook for University Teachers. Chapter 2.1.4: Resources (p. 41-43) Chapter 2.1.7: Coordination (p. 49-53) (includes information about time management)

Processes Define and describe the implementation process of your online course. What kind of quality targets are set for the process? Who is responsible for setting the targets? Example: Process description of Swedish as a Foreign Language Course (Salminen & Veiler, Hanken) (.pdf) More information about planning and implemetation of online courses in Löfström, E. ym. (2006). Quality Teaching in Web-Based Environments: Handbook for University Teachers. Chapter 1: Aiming at aligned teaching and meaningful learning (p. 15-30) Chapter 2: From idea to reality (p. 31-69) Figure 3: Constructive alignment in teaching: a planning model (p. 31)

Evaluation / assessment List the evaluation / assessment criteria that you use in assessing online courses. Are they in line with your organisation's quality criteria? What kind of measuring tools do you choose for your courses' quality targets? Describe how you collect and analyze assessment / evaluation data collected from online courses. More information about evaluation / assessment and development of online courses in  Löfström, E. ym. (2006). Quality Teaching in Web-Based Environments: Handbook for University Teachers. Chapter 2.3: Assessment of learning (ps. 66-69) Chapter 3: Course assessment and development (p. 70-75) Appendix 3a: Course assessment - questionnaire for the teacher (p. 93-100) Appendix 3b: Course assessment - questionnaire for the student (p. 101-107)

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