QUALITY FRAMEWORK FOR ONLINE EDUCATION

The quality framework is a tool for continuously improving online programs in higher education.  Based on recommendations of the higher education community,[1] the quality framework provides ways of demonstrating institutional quality.  As institutions continuously improve pedagogy, and as technology evolves, the framework itself is a work in progress, designed to facilitate the sharing of effective practices among institutions.  Readers are invited to comment on the framework and to share effective practices at:

http://www.sloanconsortium.org/effectivepractices

Specific structures, known as the five pillars of quality, support the quality framework-- learning effectiveness, access, student satisfaction, faculty satisfaction, and cost effectiveness. For each of the pillars, the framework enables institutions to set the goals, to identify supporting practices, and to project and measure progress towards the goals. (An example framework is tabularized at the end of this document).  The pillars of the quality framework are to be understood and applied by each institution as appropriate to its distinctive quality.  These are the pillars of the quality framework:

 LEARNING EFFECTIVENESS means that learners who complete an online program receive educations that represent the distinctive quality of the institution.  The goal is that online learning is equivalent to or better than learning through the institution’s other delivery modes, in particular through its traditional face-to-face, classroom-based instruction. The course or program is designed to be at least equivalent in quality to face-to-face courses offered at the same institution.  If there is no comparable face-to-face course, then the institution’s normative benchmark applies.  The learning resources in online courses generally include the same ones to be found in the institution’s traditional face-to-face courses-- learning media (books, notes, software, CD-ROMs, and so on); faculty who teach the class and are available outside of class; and learners who interact with the faculty and with each other.  Because of technology, online courses are usually enhanced by resources available over the Internet and/or designed for computer presentation.  Metrics demonstrate that the quality of learning online is at least as good as the institution provides through its traditional programs as measured by several means—by faculty perception; by outcomes assessments; by career, scholastic and professional achievement surveys and records; by feedback from employers; and by institutionally sustained, evidence-based, participatory inquiry into how well online programs achieve learning objectives.  Online learning generally parallels the quality of face-to-face learning with equivalent content, standards, and support services.  Online curricula are subject to, and thereby receive the same benefits of practice, process and criteria that the institution applies to traditional forms of instruction.

These principles of effective online education address LEARNING EFFECTIVENESS:

• Academic standards for all online programs or courses are the same as those for other courses or programs delivered at the institution where they originate.
• Online degrees, certificate programs, and courses are coherent and complete.
• Each program or course of study results in learning appropriate to the rigor and breadth of the degree or certificate awarded.
• Learning in online programs or courses is comparable to learning in programs or courses offered at the campus where they originate.
• The institution has admission/acceptance criteria to assess whether the learner has the background, knowledge and technical skills required for undertaking the course program.
• The institution uses evaluation results for continuous program improvement.
• The program or course provides learners with clear, complete and timely information on the curriculum, course and degree requirements, nature of faculty/learner interaction, prerequisite technology competencies and skills, technical equipment requirements, availability of academic support services, financial aid resources, and costs and payment policies.
• The course or program provides for interaction between faculty and learners and among learners that is both quantitatively and qualitatively sufficient to support course objectives and that is in accordance with the pedagogy and subject matter of the course.  Interaction encourages critical thinking, problem solving, analysis, integration and synthesis, as defined in the course objectives.
• Qualified faculty supervise the online program or course, as they do for other modes of instruction.

STUDENT SATISFACTION Student satisfaction is the most important key to continuing learning.  It reflects learners’ evaluation of the quality of all aspects of the educational program.  The goal is that all learners who complete online courses with the same institution express satisfaction with course quality, with faculty and peer interaction, and with support services.  Online learners put a primary value on constructive, substantive interaction with faculty and, as appropriate, with classmates in classes that are the same size as equivalent face-to-face classes and are taught by the same kind of faculty.People-to-people interaction is key to constructive learning, and online programs engage distributed learning cohorts.  Hence, online programs include asynchronous interaction in media such as e-mail, chats, boards, stored voice, archives, and so on.  Occasionally, synchronous interactions may occur.  Typically, courses define starting and ending dates in an academic calendar. Learners appreciate faculty who help them think creatively, change opinions and sharpen analyses, and encourage them to take responsibility for their own learning by helping them plan and produce meaningful work.  As consumers, learners are satisfied when program information and institutional services — including feedback, tutorials, learning resources, advising, mentoring, testing, readiness and career placement, grade and transfer credit and transcript reporting, degree conferrals, and technologies — are clear, responsive, timely, personalized, and easily accessible.  Metrics may analyze and apply the results of student and alumni surveys, referrals, testimonials and bequests as measures of perceived satisfaction with institutional quality. 

These principles of effective online education address STUDENT SATISFACTION:

• Advertising, recruiting and admissions materials clearly and accurately represent the program and the services available.
• Program or course announcements and electronic catalog entries provide appropriate information.
• The institution has admission/acceptance criteria to assess whether the student has the background, knowledge and technical skills required for undertaking the course program.
• The program or course provides students with clear, complete and timely information on the curriculum, course and degree requirements, nature of faculty/student interaction, prerequisite technology competencies and skills, technical equipment requirements, availability of academic support services, financial aid resources, and costs and payment policies.
• The institution evaluates program and course effectiveness, including student satisfaction.
• At the completion of the program or course, the institution provides for assessment and documentation of student achievement in each course.

ACCESSprovides the means for all qualified, motivated learners to complete courses, degrees, and programs in disciplines of their choice.  The purpose is to broaden access to higher education, so courses are accessible without special purpose equipment beyond a web-enabled computer and at least a telephone connection to the Internet.  Online offerings do not require face-to-face meetings, though exceptions might include relatively brief visits to on-campus educational events, or to a nearby campus, or to a regional center, or to another location.  The goal of access means continually improving software, hardware and uptime; enhancing collaboration and communication among faculty and learners; and improving support services for greater access to education.  Access includes portal and server reliability; consistent look and feel of design; intuitive navigability; clear information including responsibilities, incoming qualifications and expected outcomes; affordability; program choices and flexibility; relevant curricula; rapid and liberal transfer credit; security for testing and for personal and financial information; and the institution’s cultural and fiscal commitment to enabling completion.

These principles of effective online education address ACCESS: 

• The program or course evaluates the adequacy of access to learning resources and the cost to learners for access to those resources.  It also documents the use of electronic resources.
• Enrolled students have reasonable and adequate access to support services and appropriate learning resources. 

• The program or course ensures that appropriate learning resources are available to learners. 
• The course or program provides for appropriate interaction between faculty and learners and among learners.
• Review and approval processes ensure the appropriateness of the technology used for meeting program or course objectives. 

Just as access can motivate learners, unreliable access can demotivate them.

ACCESS includes support services for:

• Admissions and registration
• Academic advising
• Technical support services (online and in person help) 
• Server/portal access
• Rapid textbooks/learning materials delivery or exchange

• Learning resource services and library
• Degree/program mentoring,
• Standards of progress tracking 

• Readiness and aptitude testing
• Tutoring

• Testing, exam proctoring
• Financial aid
• Placement

• Commencement
• Alumni

FACULTY SATISFACTIONmeans that faculty find online teaching effective and professionally beneficial.  The availability of qualified and enthusiastic faculty enables institutions to respond to growing demands for online learning and to maintain and improve the quality of learning effectiveness.  Faculty satisfaction assures that the credentials of online faculty are equivalent to those of faculty teaching face-to-face; that online faculty is made up of a similar mix of full and part-time faculty; that online class size (student/faculty ratio) is approximately the same as face-to-face classes (or the institution documents how   alternative methods achieve equivalent or better quality); that online instruction is faculty-led; and that online faculty actively engage in governance, especially in determining program and course content,  design, delivery, assessment, and improvement.  Online faculty share the same responsibilities, authority, academic freedom, and prerogatives as faculty teaching face-to-face.  Important elements of online faculty satisfaction are opportunities for quality interaction with students and greater diversity of students; and greater opportunities for leadership, research, publication, recognition, collegiality, and professional development.  Incentives for online teaching recognize the greater time commitment that is often involved in online teaching and in continuous course improvement with rewards at least equivalent to those for other teaching modes.  Recognizing that online education generally is more time intensive than face-to-face teaching, the institution provides online faculty with adequate preparation and course delivery time.  The institution provides training in online teaching techniques and technical support. Metrics may include institutional surveys that show increasing overall faculty approval of online learning. 

These principles of effective online education address FACULTY SATISFACTION:

• The institution provides faculty support services specifically related to teaching online.
• The institution ensures appropriate training for faculty who teach using technology.
• The institution provides faculty with adequate equipment, software and communications for interaction with students, institutions and other faculty.
• The course or program provides for appropriate interaction between faculty and students and among students. 
• Qualified faculty provide appropriate supervision and control of the online program and course.
• Policies for faculty evaluation include appropriate recognition of teaching and scholarly activities related to programs or courses offered electronically.

COST EFFECTIVENESS strengthens the institution by enabling it to provide its best educational value to learners, and to scale its programs in response to market demand.  Online programs are regionally (and otherwise as applicable) accredited in the same way as on campus courses are, and generally, online courses are part of a complete degree or certificate program.  Assessment is central to cost effectiveness in measuring learning effectiveness and guiding institutional commitment to continuous improvement.  The goal is to control costs so that tuition is affordable yet sufficient to meet maintenance and development costs and to provide a return on investment in startup and infrastructure.  Planning for growth and for improving effectiveness in online programs generally improves pedagogy institution-wide.  Metrics may compare the costs and benefits of delivery modes by discipline and educational level, by faculty salary and workload, by capital, physical plant and maintenance investments, by equipment and communications technology costs, by scalability options, and by learning processes and outcomes, satisfaction levels, retention, and more.  Such comparisons enable institutions to make more better strategic plans for market demand and capture, to achieve capacity enrollment, to develop brand recognition, and to secure long-term loyalty among current and prospective constituents.  Cost effectiveness in online programs offers opportunities to leverage resources by sharing effective practices.  The institution commits to continuous improvements that lower cost while improving learning effectiveness.  Best practices include investment in the use of information technology to achieve these goals.

These principles of effective online education address COST EFFECTIVENESS

• The program or course is consistent with the institution’s role and mission.  Institutions seeking new opportunities outside their traditional venues will also be given encouragement.
• Advertising, recruiting and admissions materials clearly and accurately represent the program and the services available.
• Review and approval processes ensure the appropriateness of the technology being used to meet program or course objectives.  Research, experimentation, and continuous improvement are encouraged.
• The institution demonstrates a commitment to ongoing support, both financial and technical, and the continuation of the program or course for a period sufficient for students to complete a degree or certificate.

[1]The quality framework is drawn from the work of these organizations:

American Council of Education, http://www.acenet.edu/calec/dist_learning/dl_orgCommitment.html

American Distance Education Consortium, http://www.adec.edu

Institute for Higher Education/NEA Benchmarks, http://www.ihep.com/PR17.html

Southern Regional Electronic Campus Principles of Good Practice, http://www.electroniccampus.org/student/srecinfo/publications/principles.asp

The Sloan Consortium, http://www.sloan-c.org/catalog/alncriteria.htm

The Journal of Asynchronous Learning Networks, http://www.aln.org