R.A. Hill and P. Serdyukov (USA)
Distance Education, Quality Control and Assessment, University Education, Adult Education
As the number of online programs increases, institutions of higher learning must respond to the need for quality assurance and control in their course offerings. Moreover, the popularity of such courses leading to professional degrees is particularly strong among working adults, who have been shown to place a high value on both gaining competence, as well as flexibility and convenience (Leh & Jobin [1], Ryan & Serdyukov [2]. This paper proposes an integrated system of effective program and course design; instructor professional development, support, and oversight; and student preparation, outcomes, and feedback. By addressing these components, institutions of higher learning can build a solid programmatic foundation, monitor consistency and rigor, and gather data for future improvements. An exemplary course from an online teacher credential program at National University illustrates this model.
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