Using Continuous Improvement to Enhance an Online Course

Abstract

Assessment is becoming important from many different perspectives. Universities are planning, developing, and testing various assessment models to satisfy stakeholders. Many accrediting agencies are also requiring assessment plans and their implementation from universities for reaccreditation. This article describes how assessment was used to continuously improve a database course in a Web MBA program, and combines Deming's Plan-Do-Check-Act (PDCA) cycle with Bloom's taxonomy to develop rubrics for problem solving learning objectives in an online course. Results from direct and indirect measurements are used to improve the course. Specifically, two semester results are compared for course assessment. Results show some improvement; however, the course requires continuous improvement to meet benchmarks. The model presented here is generic in nature and should be useful for all educators who plan to initiate or continue the assessment and continuous improvement process. Instead of reinventing the wheel, educators can learn from our experiences and use the results as a starting point for their own assessment programs.

Continual Improvement of Online and Blended Teaching Using Relative Proximity Theory

“…Baker, Chow, Woodford, and Maes (2012) discuss combining continuous improvement with the Instructional Design and Technology models to improve the results of training classes in industry. Gazza (2015) provides a study of using the PDSA cycle to improve the course design in an online nursing program, and Aggarwal and Lynn (2012) adjust the cycle to reflect the education assessment setting as the Plan-Do-Assess-Implement (PDAI) cycle. Swart's (2017) book on continual improvement of flipped learning includes a case study that uses the RPT model as a quality measure.…”

Using Continuous Improvement in Online Program Design: DMAIC as a Tool for Assurance of Learning Assessments

“…At the juxtaposition of online learning and quality management are several studies that elucidate the role of quality management in assessment and performance measurement. The “first application of TQM in U.S. higher education was at Fox Valley Technical College” in 1986 and resulted in “efficiency in such areas as placement of graduates, employer satisfaction and improvement in its learning environment” (Aggarwal & Lynn, , p. 29). Since then, scholars have implemented CI in assessment for course‐level improvements (Aggarwal & Lynn, ).…”

“…The “first application of TQM in U.S. higher education was at Fox Valley Technical College” in 1986 and resulted in “efficiency in such areas as placement of graduates, employer satisfaction and improvement in its learning environment” (Aggarwal & Lynn, , p. 29). Since then, scholars have implemented CI in assessment for course‐level improvements (Aggarwal & Lynn, ). In addition, implementing quality management principles into assessment can provide for “critical insight for identifying strategies to enhance student learning in future semesters” (Coy & Adams, , p. 235).…”

“…Note that in this assessment the rubric was analytical and measured performance on several dimensions. Rubrics such as these “are useful not only in evaluating student work but also in communicating to students exactly what is expected of them on an assignment” (Aggarwal & Lynn, , p. 28). The following scoring method was used: 0 = does not meet learning objective standards 1 = meets learning objective standards 2 = exceeds learning objective standards …”

“…In the case of AoL assessments, CI can provide for clear recommendations for when deficiencies exist in instruction and elucidate ways in which to improve them. Previous work that leverages a CI approach to assessment in the online space showed positive results in improving course design and student outcomes, as well as providing a roadmap for future course improvements (Aggarwal & Lynn, ). The approach has also been used to demonstrate CI in teaching by using student evaluations as measurement items (Pritchard, Saccucci, & Potter, ).…”