| Descript |
268 p |
| Note |
Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3995 |
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Adviser: Richard Voithofer |
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Thesis (Ph.D.)--The Ohio State University, 2010 |
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Higher education in the U.S. is experiencing a wave of distance education activity, with nearly twenty percent of all U.S. higher education students taking at least one online course in the fall of 2007 (Allen & Seaman, 2008). Accompanying this activity is a renewed concern on the part of distance learning administrators, faculty, and professional associations about the overall quality of these efforts. Governments and institutions use a variety of approaches to measuring quality---internal and external committee reviews, formal assessments using standards and benchmarks created by government or professional bodies, and reviews of inputs and outputs akin to the quality assurance approaches of business and industry |
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This interpretive study explored the interaction between quality standards, faculty, staff, and managers by conducting an instrumental case study of one institution's efforts to implement quality at the level of course creation and design. Big Town Community College's Department of Distance Education and Instructional Support currently uses a widely available set of course design standards to assess and improve quality in its offerings of online courses. The course design standards, in the form of a rubric, are made available by an organization called Quality Matters (MarylandOnline, 2006). The study uses activity theory to analyze data and theorize about the case (Engestrom, 2008) |
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School code: 0168 |
| Host Item |
Dissertation Abstracts International 71-11A
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| Subject |
Education, Instructional Design
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Education, Technology of
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0447
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0710
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| Alt Author |
The Ohio State University. Policy and Leadership
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