Assessment of online education: Policies, practices, and recommendations

Abstract

Online education has become deeply embedded in the offerings of most community colleges. This chapter discusses the challenges, models, and approaches to conducting assessment of student online learning and establishing outcomes for online education.

International, Collaborative and Online Education of LIS-students – A Step to the Future?

“…On one hand, the interactions between instructor and students were analyzed during the entire project duration (12 weeks), using the indicators frequency, and content as well as methodological differences between the two schools. At that time, the exchanges between students were studied by taking into account different processes, which are acknowledged to be signs for high performance teams, explicitly effective communication, positive interrelationships, self-reflection, goal setting, and commitment (Milam, Voorhees Bedard-Voorhees, 2004;McLoughlin, 2002). For this, students have been qualitatively interviewed by mail at the end of the project about their opinion with respect to it, the encountered difficulties as well as positive outcomes (Tseng, Ku, Akarasriworn, 2013).…”

The emergence of digital learning in higher education: a lesson from the COVID-19 pandemic

“…Getting all the students connected to the Internet is one of the substantial barriers (Cutri and Whiting, 2018). Though Internet connectivity is vital for continuing online education, many people worldwide cannot have it (Milam et al ., 2004).…”

Modeling students’ voice for enhanced quality in online management education

“…Such an attempt is illustrated in figure 2 (Miliam et al, 2004). Besides, this article would not have been possible without the feedback offered by students at the end of each course.…”