Once a course is designed and implemented, there is a need to ensure it meets a criteria of quality. But where to find this criteria? And will every check-list make sense for every blended course?
Despite the need for quality assurance, the answer is no, not all criteria can be easily applied to every blended course. Nevertheless, I think that by starting with best practices will definitely help towards ensuring a course’s quality. For instance, I tend to perceive authentic learning tasks as a corner stone to online learning (as well as to any kind of learning context).
Another element which is essential for online courses, is a space for community building. Nevertheless, the question still remains – who determines the quality, value of the course and how?
There may be matrixes and course standards to follow, but in the end, it will be the students who feel whether they have learnt something or not. In other words, it is whether course participants perceive the value and quality of what they have learnt and how the course was processed. A key element in blended courses is how the F2F context and online context is connected – as this will certainly be a major item of evaluation.
Course assessments are never easy, especially when an instructor can spend so much time and effort in setting up a well thought of course. One approach to ensuring quality of a course is to ensure that quality rubrics are aligned to learning outcomes. Much like other teaching contexts, quality rubrics should be clearly linked to the learning objectives that students need to achieve and in turn, these need to be shown to students. In other words, students need to be told what the learning objectives are and what and how they need to do in order to achieve them. This last aspect ties in well with what BlendKit’s chapter on quality assurance points out, namely that if quality assurance relies only on rubrics which don’t take into account the “lived in experience of students and teachers”, and their interactions in the teaching/learning process, then there is something definitely missing.
Besides weekly benchmarking for instructors on how a course is proceeding, regular feedback from students, whether in form of a survey, a journal prompt, student-reflection or even a simple sentence, are activities which help in maintaining course quality.
Ragan, L., 2007, Best Practices in Online Teaching
Wilcoxon, K., 2011, Building an Online Learning Community