Post on 19-Dec-2015
transcript
Sharing the Secret Recipe: Deconstructing Key Performance Indicators for
Quality Distance Social Work Education
Social Work Distance Education Conference
Indianapolis, Indiana
April 15, 2015
Debora Rice, Ph.D., MSW., LCSW
Pablo Arriaza, Ph.D., MSW., LICSW
Sally Brocksen, Ph.D., MSW., MBA
Presentation Objectives
• Critically evaluate performance measures used in traditional higher education
• Identify factors for determining quality in online education around teaching, learning, and support
• Present key performance indicators (KPIs) used in Walden University’s Social Work Program
• Discuss how three experienced online social work professors interpret and use KPIs to identify quality and encourage performance
Reluctance to Embrace Online Education
• Only 28% of higher education leadership say their faculty accept the “value and legitimacy of online education”
• 66% of faculty consider online courses as inferior or somewhat inferior to a comparable face-to-face course
• 79% of faculty say they have concerns about the quality of online education at for-profit institutions
• Social work faculty specifically appear to have an embedded hesitation to embrace social work education in an online environment
References:
Allen, I. E. & Seaman, J. (2012). Conflicted: Faculty and online education. United States: The Sloan Consortium.
Allen, I. E. & Seaman, J. (2014). Grade level: Tracking online education in the United States. United States: The Sloan Consortium.
Conceptualizing Quality Performance
Learning outcome measures
Student evaluation of faculty
Faculty self-evaluation
Evaluation of technology delivery system
Absent
Absent
Learning outcome measures
Student evaluation of faculty
Faculty self-evaluation
Evaluation of technology delivery system
Automated student accountability
Faculty Key Performance Indicators (KPIs)
Learning outcome measures
Student evaluation of faculty
Faculty self-evaluation
N/A
Absent
Absent
Traditional Walden’s OnlineEarly Distance Education
Today’s online environment requires:– Evidence-based benchmarks specific to the
online environment
Online social work education requires:– A baseline for accreditation and reaffirmation of
hybrid and online programs
Questions for Today
• What factors (beyond the traditional) help determine quality performance in online instruction?
• How can Walden University's KPIs and Lead Faculty Model demonstrate successful evaluation and high quality of teaching in the online environment?
Factors That Help Determine the Quality of Online Instruction
• Responsiveness & availability• Frequency & quality of presence• Facilitation of discussion• Prompt, quality feedback• Developing cooperation among students• Responding to diverse talents & styles• Management of administrative aspects• Setting high expectations
References:
Boling, E.C., Hough, M., Krinsky, H., Saleem, H., Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences, The Internet
and Higher Education,15(2), March 2012, 118-126.
Crawford-Ferre, H.G. and West, L.R. (2012). Effective online instruction in higher education, The Quarterly Review of Distance Education, 13 (1), 2012,11-14.
Operationalizing Walden’s Model
• KPI data goes to the Program Director weekly• In cases where KPIs are not met, data goes to
the individual professor and Lead Faculty for immediate action
• Lead Faculty serve as:– Subject matter experts (SME)– First line problem solvers– Evaluators– Coaches/Cheerleaders
Walden’s Key Performance Indicators (KPIs)
• Log into class 4 out of 7 days• Participate in discussion posts 4 out of 7 days• Respond to at least 2/3 of student posts to each
discussion question• Timely grade submissions with specific,
substantial feedback• Assignments and grades for discussion questions returned within 7 calendar days
from the due date on the course calendar
Additional Walden KPIs
• Personalize the classroom– Upload picture, CV, and brief narrative
• Review explicit class expectations• Provide substantial feedback to promote/enhance students’
critical thinking• Respond to students’ questions on the Class Café and
Contact the Instructor tabs within 48 hours• Use Announcements to update students, provide relevant
external links/resources, and promote a sense of presence • Create and maintain a respectful and safe environment in
the classroom
Interpreting, Embracing, and Applying Walden’s Model of Excellence in Distance Education
The Trajectory
and Experiences
of Three Core
Faculty Professors
_ _ _ _ ___ _______ __________
References
Allen, I. E. & Seaman, J. (2012). Changing course: Ten years of tracking online education in the United States. United States: The Sloan Consortium.
Allen, I. E. & Seaman, J. (2012). Conflicted: Faculty and online education. United States: The Sloan Consortium.
Allen, I. E. & Seaman, J. (2014). Grade level: Tracking online education in the United States. United States: The Sloan Consortium.
Boling, E.C., Hough, M., Krinsky, H., Saleem, H., Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences, The Internet and Higher Education, 15(2), March 2012, 118-126.
Council on Social Work Education (CSWE) (2012/2013). Annual report. Retrieved 24 October, 2014 from www.cswe.org/File.aspx?id=68989
Crawford-Ferre, H.G. and West, L.R. (2012). Effective online instruction in higher education, The Quarterly Review of Distance Education, 13 (1), 2012,11-
14.
References
Cummings, S.M., Chaffin, K.M., Cockerham, C. (2015). Comparative analysis of an online and a traditional MSW program: Educational outcomes, Journal of Social Work Education, 51:109-120.
Flynn, M. Maiden, P. R. , Smith W., Wiley, J. & Wood. G. (2013). Launching the virtual academic center: Issues and challenges in innovation. Journal of Teaching in Social Work, 33, 331–338.
Lackey, K. (2011). Faculty development: An analysis of current and effective training strategies for preparing faculty to teach online, Online Journal of Distance Learning Administration, 14(4). Retrieved from http://westga.edu/distance/ojdla/wnter144/lackey144.html
Shelton, Kaye. (2011). A review of paradigms for evaluating the quality of online education programs. Online Journal of Distance Learning Administration, IV(I), Retrieved from http://www.westga.edu/~distance/ojdla/spring141/shelton141.html
Thyer, B. A. and Polk, G. (1997). Distance learning in social work education: A preliminary evaluation, Journal of Social Work Education, 33(2), 363-368.