Quality Assurance of Online Courses

Quality Assurance of Online Courses

Richard Ryan (University of Oklahoma, USA)
Copyright: © 2002 |Pages: 15
DOI: 10.4018/978-1-930708-20-4.ch010
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Abstract

Based upon the author’s experience, the convenience of Internet delivery and anytime online class availability are often the primary reasons students enroll in online courses. The quality of the online educational experience is often a secondary consideration to the student. Many times these students are willing to miss the in-class experience and interaction in order to receive credit for online coverage of certain required subject matter. Because of this attitude, there is also the potential for students and potential employers to perceive an online class or degree program as an “alternative” or the “next best thing” to attending traditional lecture classes. This attitude needs to be minimized if students are to utilize online and traditional classes equivalently in their degrees. The same level of quality for the class experience and content should be expected if online and traditional lecture classes are to be considered equivalent. Making an online class as engaging as a lecture class using the Internet is a worthy goal. “Jumping in with both feet is not for timid souls. Internet offerings require large amounts of time in the preparation of course materials. Everything must be viewed in a global sense for an entire semester at the offset.” (Kubala, 1998).

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