LEADER 00000nam  2200349   4500 
001    AAI3424594 
005    20111116122854.5 
008    111116s2010    ||||||||||||||||| ||eng d 
020    9781124254821 
035    (UMI)AAI3424594 
040    UMI|cUMI 
100 1  Greenberg, Gary 
245 10 From the ground up: Conceptions of quality in course 
       design for Web-supported education 
300    268 p 
500    Source: Dissertation Abstracts International, Volume: 71-
       11, Section: A, page: 3995 
500    Adviser: Richard Voithofer 
502    Thesis (Ph.D.)--The Ohio State University, 2010 
520    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 
520    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) 
590    School code: 0168 
650  4 Education, Instructional Design 
650  4 Education, Technology of 
690    0447 
690    0710 
710 2  The Ohio State University.|bPolicy and Leadership 
773 0  |tDissertation Abstracts International|g71-11A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/