Instructor's Self-Assessment of Content Design in Online Courses.

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Bibliographic Details
Title:	Instructor's Self-Assessment of Content Design in Online Courses.
Authors:	Li-Ting Chen¹ litingc@unr.edu, Leping Liu¹
Source:	International Journal of Technology in Teaching & Learning. 2018, Vol. 14 Issue 1, preceding p25-41. 18p.
Subject Terms:	Online education, Teacher self-evaluation, Internet in education, Classrooms, *College teachers
Abstract:	There are only a handful of studies focused on assessing online teaching. Yet, the uniqueness of online course environment provides instructors more opportunities to conduct self-assessment of their own teaching than the traditional face-to-face classroom. In this paper, we demonstrate two types of self-assessment through two cases that online course instructors can use to evaluate the course content during their regular online instructional procedures. An end-of-semester oral examination was used in Case One whereas the weekly discussion posts were used in Case Two. The instructors performed selfassessment, based on which they redesigned the course contents and activities. Nonparametric analyses were used to examine students' learning outcomes. Results indicate that, in both cases, student learning improved with the redesigned contents and activities. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	There are only a handful of studies focused on assessing online teaching. Yet, the uniqueness of online course environment provides instructors more opportunities to conduct self-assessment of their own teaching than the traditional face-to-face classroom. In this paper, we demonstrate two types of self-assessment through two cases that online course instructors can use to evaluate the course content during their regular online instructional procedures. An end-of-semester oral examination was used in Case One whereas the weekly discussion posts were used in Case Two. The instructors performed selfassessment, based on which they redesigned the course contents and activities. Nonparametric analyses were used to examine students' learning outcomes. Results indicate that, in both cases, student learning improved with the redesigned contents and activities. [ABSTRACT FROM AUTHOR]
ISSN:	19375204