By: Jennifer Watford
Supporting excellence in online education sounds like a reasonable objective, but it often becomes easier said than done. As an academic leader, you may not have taught online classes yourself, yet you’re responsible for excellent outcomes. You may be evaluating course design, reviewing teaching methods, facing enrollment and retention issues with online students, or choosing quality review assessment tools to use at your institution. The free report Leading with Intention: Online Faculty Development and Evaluation touches on all these issues and more.
“Measuring and documenting the quality of online courses and degree programs can be a complex and time-consuming undertaking, but it is something that more and more institutions are pursuing,” writes Brian Udermann in “Three Strategies to Improve the Quality of Online Education on Your Campus.” He explains strategies to guide leaders to creating a culture of quality within your online programming. Thomas Tobin explores why this might not come easily to many academic administrators. “Today, we are in a unique window in time where many administrators’ teaching experiences are significantly different from the teaching modes of their faculty members,” he writes in “Five Key Factors for Administrators for Evaluating Online Teaching,” another article in the collection.
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