Lesson 11
Charleen Worsham

Here's a good quote from Donald E. Hanna, in Higher Education in an Era of Digital Competition: Choices and Challenges, pp. 346-347. In this chapter, he outlines a number of strategic challenges facing us in the future, one of which is measurement of program quality. "Educational programs are being measured more and more on outcomes that matter to students and employers, rather than on inputs that matter faculty and administrators." He discusses the fact that the North Central Association of Schools and Colleges is designing an alternative to traditional accreditation that focuses on teaching and learning. Active engagement and the importance of the various types of interactions are also mentioned. He goes on to state that "it is the performance of students in developing diverse perspectives and approaches to problem solving, critical thinking skills, working effectively in teams, and continuing learning in and out of the workplace that will define successful academic programs in the future."

Tony Bates states in Managing Technological Change: Strategies for College and University Leaders, pp. 198-209 that the most frequent place that evaluation of technology-based teaching begins is to compare it to traditional teaching. Since the jury is in, i.e there is no significant difference, this is a waste of time in his opinion (and I happen to agree). I also agree that it is sometimes necessary in order to get "buy in" from distance education skeptics. He reminds us that we must perform research into the unique contributions of teaching with technology.

Another good point made in the article What do students know and how do we know that they know it? is that new forms for evaluation are necessary to get a clear picture of the effectiveness of distance education. "Other indicators of educational growth are beginning to have relevance in teaching. Among these indicators are entrance and exit surveys, entrance and exit skills, and employer assessment. Success in the next level course or program is used as an indicator of achievement. A major question being asked in educational circles, these days is: What can the graduate do? The question is relevant. The answer is pertinent."