From Bricks to Clicks: Building Quality K-12 Online Classes through an Innovative Course Review Project

Using an explanatory mixed methods design, this study uses the National Standards of Quality for Online Courses to measure the extent to which teachers in a blended middle school and a fully online supplemental high school are designing quality online learning environments for students. As a part of...

Full description

Saved in:
Bibliographic Details
Published inOnline journal of distance learning administration Vol. 14; no. 4
Main Authors Huett, Kim C, Huett, Jason B, Ringlaben, Ravic
Format Journal Article
LanguageEnglish
Published State University of West Georgia 2011
Subjects
Blended Learning
College School Cooperation
Course Evaluation
Distance Education
Education Courses
Educational Quality
Educational Technology
Electronic Learning
Evaluation Criteria
External Evaluation
Georgia
Graduate Students
Grounded Theory
Influence of Technology
Instructional Design
Instructional Effectiveness
Measurement Techniques
Middle School Teachers
Mixed Methods Research
National Standards
Online Courses
Program Descriptions
Qualitative Research
School Districts
Secondary School Teachers
Statistical Analysis
Student Projects
Teacher Education Programs
Virtual Classrooms
Web Based Instruction
Georgia
Online AccessGet more information

Cover

More Information
Summary:Using an explanatory mixed methods design, this study uses the National Standards of Quality for Online Courses to measure the extent to which teachers in a blended middle school and a fully online supplemental high school are designing quality online learning environments for students. As a part of fully online graduate coursework, graduate student reviewers were trained to conduct course reviews of blended or fully online courses created by teachers in one of two Georgia secondary local education agencies. In teams, the graduate student reviewers reported the synthesis of their findings and recommendations to the teacher designers and their respective administrators. (Contains 6 tables.)
ISSN:1556-3847
1556-3847