Online Curriculum Evaluation: A Meta-Analysis of the Components, Criteria and Standards of Higher Education

Document Type : Research Paper

Authors

1 PhD Student in Curriculum Planning, Faculty of Psychology and Educational Sciences, Ferdowsi University of Mashhad, Mashhad, Iran

2 Associate Professor, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran

3 Professor of Instructional Technology & Research, Towson University, Maryland-USA

Abstract

According to Increasing growth of the online curriculum as a subset of e-learning in the higher education system and existing concerns, its evaluation is an important issue. Therefore, the aim of the present study was to conduct a systematic and meta-analysis study of the component, criteria and evaluation standards based on the existing literature, in order to develop and present a comprehensive framework for evaluating the online curriculum in the higher education system.The research method was qualitative and research Synthesis method, using Robertes' six-step model from 246 research documents related to the subject, 19 documents were selected purposefully, with the most coordination and appropriateness. After analyzing and integrating the commonalities, seven main components and twelve sub-components of online curriculum evaluation were extracted. To validate the data, a peer-reviewed method and assessment was used. The results of this meta-analysis, while providing a comprehensive online curriculum evaluation framework for universities and higher education institutions, showed that the component of assessment and evaluation with the highest frequency of the highest importance and then the components of educational content, technology, learning activities, introductions, interaction and participation, and goals are important in the next rankings, respectively.

Keywords


اسفیجانی، اعظم (1394). شاخص‌های ارزشیابی کیّفیت در آموزش مجازی: فراترکیبی از رویکردها، معیارها و استانداردهای کیّفیت.‌ گام‌‌های توسعه در آموزش پزشکی، 12 :158-150
اری، دانالد.، جیکوبز، لوسی. و رضویه، اصغر‌ (1380‌). ترجمه نیکو، مینو‌.، سرکیسیان، وازگن.، و سعیدیان، ایما. تهران: انتشارات صدا و سیما جمهوری اسلامی ایران.
اناری‌نژاد‌، عباس و محمدی، مهدی (1393). شاخص‌‌های عملی ارزشیابی آموزش الکترونیکی در آموزش عالی ایران. مجله مدیا، 1: 25 -11
اندرسون، ت.، و الومی، ف (1393). یادگیری الکترونیکی از تئوری تا عمل. ترجمۀ عشرت زمانی و سیدامین عظیمی، تهران: مهرالبرز
جاودانی، محمد و اناری نژاد‌، عباس‌‌(1397). ارزشیابی کیّفیت عناصر برنامۀ درسی آموزش الکترونیکی در آموزش عالی ایران. مجله پژوهش‌های برنامه درسی، 8 (1): 104-122
خلیفه، قدرت‌اله و رضوی، سید عباس‌ (1391). ارزشیابی و تضمین کیّفیت در یادگیری الکترونیکی با استفاده مدل تحلیل اهمیت –عملکرد. یادگیری الکترونیکی مدیا‌. 3‌(1)‌: 33-44.
رسولی، بهنام.،علی‌آبادی‌، خدیجه و مرادی، رحیم‌(1394). بررسی کیّفیت آموزش الکترونیکی دانشگاه امیر کبیر بر اساس عناصر طراحی آموزشی. مجله فناوری آموزش و یادگیری، 2‌: 116-99.
سراجی، فرهاد.، عطاران، محمد و علی عسگری، مجید (1378). ویژگی‌های طرح برنامۀ درسی دانشگاه‌های مجازی ایران و مقایسۀ آن با الگوی راهنمای طراحی برنامۀ درسی دانشگاه مجازی. فصلنامۀ پژوهش و برنامه‌ریزی در آموزش عالی، 50: 118-98.
شورت، ادموندسی(1392). روش‌شناسی مطالعات برنامۀ‌ درسی. ترجمۀ مهرمحمدی، محمود و همکاران. تهران: سمت.
عبدلی، سمانه و محمدحسنی، نسرین‌ (1394). سنتزپژوهی مؤلّفه‌ها، ابزارها و روش‌‌های به‌کار رفته در ارزشیابی یادگیری الکترونیکی و ارائه الگویی جامع برای ارزشیابی آموزش الکترونیکی. مجله مطالعات اندازه‌گیری و ارزشیابی آموزشی‌، 5 (9)‌:172-153.
عجم، علی‌اکبر.، جعفری‌ثانی، حسین و اکبری بوررنگ، محمد‌(1396). طراحی الگوی برنامۀ درسی آموزش ترکیبی برای نظام آموزش عالی براساس الگوی اکر. مجله پژوهش در برنامه‌ریزی درسی، 26‌،‌(53): 1-16
فتحی واجارگاه، کوروش.، پرداختچی، محمدحسن و ربیعی، مهدی‌(1390). ارزشیابی اثربخشی دوره‌‌های آموزش مجازی در نظام آموزش عالی ایران(مطالعه موردی : دانشگاه فردوسی مشهد). فصلنامه فن‌آوری اطلاعات و ارتباطات در علوم تربیتی، 4‌: 20-5.
کاظمی قره‌چه، مهوش.، امین‌خندقی، مقصود و جعفری‌ثانی، حسین‌ (1392). ارزیابی کیّفیت مراحل تولید محتوای الکترونیکی در برنامۀ درسی دانشگاه علوم پزشکی مشهد در سال 1390. فصلنامه مطالعات اندازه‌گیری و ارزشیابی آموزشی. 3 (3): 71-99
کاکایی، فهیمه و حکیم زاده، رضوان (1395). ارزیابی کیّفیت برنامۀ آموزش الکترونیکی دورۀ کارشناسی ارشد مهندسی فن‌آوری اطلاعات دانشگاه شیراز. فصلنامۀ فن آوری اطلاعات و ارتباطات در علوم تربیتی‌، 3 (23): 85-109
‌مارش، کالین.ج.(1392). پژوهش تلفیقی: سنتزپژوهی. ترجمۀ فریده مشایخ و لطفعلی عابدی، روش‌شناسی مطالعات برنامۀ درسی. ترجمۀ مهرمحمدی، محمود و همکاران. تهران: سمت
‌نورالهی، سعید.، حکیم زاده، رضوان.، سراجی، فرهاد و نظرزاده زارع، محسن (1392). ارزیابی دوره‌‌های آموزش الکترونیکی دانشکده مجازی علوم حدیث با توجه به معیارهای کیّفیت در آموزش الکترونیکی. مجله الکترونیکی مدیا‌، 4 (2): 1-12
Allen, E. Seaman, j. (2015). Grade level, tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, LLC.
Ajam, A. Jafari suny.H. and Akbary Boorng, M. (2017). Design blended learning curriculum for higher education based on the akker pattern. Research in Curriculum Planning, 14(26):1-16 (Text in Persian).
Altbakh, P. G. and Dewit, H. (2018). Are we facing a fundamental challenge to higher education internationalization?. International Higher Education, 93: 2-4.
Abdoli, S. and Mohamad hasani, N. (2015). Research synthesis of used components, tools and methods in E-Learning and presenting a comprehensive model for E-Learning evaluation. Journal of Educational Measurement & Evaluation, 5(9):153-172 (Text in Persian). 
Anarinezhad, A. and Mohamadi, M. (2014). Practical indicators of evaluating the quality of e-learning curriculum in Higher Education in Iran. Media, 1:11-25 (Text in Persian).
Creswell, J.W. and Clark, V.P. (2007). Mixed methods research. The U.S.A: Sage publication.Inc
Clawson, L.S. (2007). Does quality matter? Measuring whether online course quality standards are predictive of student satisfaction in higher education. Published doctoral dissertation, Capella University.
Crawford, C. (2004). Non-linear instructional design model: eternal, synergistic design and development. British Journal of Educational Technology, 35(4): 413-420.
College of public health. (COPH) in university of south Florida.
Dai, X. (2014). Exploring change faculty perceptions of quality standards for online education. Published doctoral dissertation, Michigan State University.
Dabbagh, N. and Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application. Upper Saddle River, NJ: Prentice Hall, Inc.
Estijani, A. (2015). Quality indicators of virtual education: A Meta-Synthesis of approaches, criteria, and standards. Strides in Development of Medical Education, 12(28):150-158 (Text in Persian).
Florida Gulf Coast University (FGU). (2009). Principles of online design. Available at: www.fgcu.edu/online design/manage. Html
Fathi Vajargah, K., Pardakhtchi, M.H. and Rabeeyi, M. (2011). Effectiveness Evaluation of Virtual Learning Courses in High Education System of Iran (Case of Ferdowsi University). Information and communication technology in educational sciences. 1(4): 5-21 (Text in Persian).
Harris, k.k. (2015). An examination of the relationship of course evaluations to student retention and student success in the community college online classroom. Published doctoral dissertation, Mississippi State University.
Huang, L. K. (2010). Planning and implementation framework for a hybrid e-learning model the context of a part-time LIS postgraduate programme. Journal of Librarianship and Information Science. 42 (1): 45-69.
Javdani, M. and Anarinezhad, A. (2019). Evaluating the quality of e-learning curriculum in Higher Education in Iran. Research in Curriculum Planning, 8(1):104-122 (Text in Persian).
Juele, L.R. (2017). The use of authentic assessments by online instructors in online courses for college level courses. Published doctoral dissertation, University of Capella.
Kakaee, K. and Hakimzadeh, R. (2016). Evaluating the Quality of E-Learning Program in master of Information technology engineering at Shiraz University. Information and communication technology in educational sciences. 3(23): 85-109 (Text in Persian).
Kazemi Ghareche, M., Amin Khandaghi, M. and Jafari Sani, H. (2013). The evaluation of quality of E-Content development stages in curriculum of Mashhad University of Medical Sciences. Journal of Educational Measurement & Evaluation, 3(3):71-99 (Text in Persian).
Khalife, KH. and Razavi, s.a. (2012). Evaluation and quality assurance in e-learning using the importance-performance analysis model. Media, 3 (1):33-44 (Text in Persian).
Khan, M.A and Law, L.S. (2015). An Integrative Approach to Curriculum Development in Higher Education in the USA: A Theoretical Framework. International Education Studies, (8): 3:66-76
Peerani, N. (2013). Barriers to distance learning. Distance learning, (10): 29- 33
Parsons, P. and Shelton, K. (2019). Organisational sustainability in online higher education: Reframing through the viable system model. Onlien jurnal of Distance Learning Adminestration, available at: http://Distance-educaror.com
Mac, B. J. and Mac, G. A. (2002). Self – Evaluation: What’s in it for schools? Pub: Routledge Flamr.
Mattar, j. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. Revista Iberoamericana de Educación a Distancia, 21(2):201-217.
Maryland University. (2014). Quality Matters Rubric (QM). Available at: www.qualitymatters.org
North American Council for Online Learning (NACOL). National Standards of Quality for Online Courses Available from: http:// w.w.w.nacol.org
Norollahee, S., Hakimzadeh, R., Seraji, F. and Nazarzadeh Zare,M. (2013). The evaluation of E-Learning courses in Hadith Science Virtual Faculty according to the criteria of quality in E-Learning from the views of students and iInstructors. Media, 4(2):1-12 (Text in Persian).
Pinar, W. F. (2015). Educational experience as lived knowledge, history, alterity the selected Works of William F. Pinar. First published .New York: Routledge. 188.
Protopsaltis,s.; Baumi, S. (2019). Does online education live up to its promise? A
look at the evidence and implications for federal policy. Available at:
https://mason.gmu.edu/~sprotops/OnlineEd.pdf
Little, B.B. (2009). The use of standards for peer review of online nursing course: A pilot study. Journal of Nursing Education, 48(7): 411-416.
Rasooli, B., Aliabadi, KH. and Moradi, R. (2015). Evaluation of e-learning quality of Amir Kabir University based on educational design elements. Technology of Instruction and Learning, 2: 99-116 (Text in Persian).
Swan, K. (2019). Research on online learning: Students, Faculty, Institutions. Kent State University, Available at: https://www.researchgate.net/publication/331069057
Short, E. (1991). Forms of curriculum inquiry.The state university of New York press.
Skinner.L.B; Witte, m.m; Wohleb, E. (2014). Defining quality standards, guidelines and strategies for the delivery of successful online education in a changing society. Encyclopedia of changing society. Information science press.
Siddiqui, H. M. (2004). Encyclopedia of educational technology, A.P.U press
Shelton, K. (2011). A Review of Paradigms for Evaluating the Quality of Online Education Programs. Online Journal of Distance Learning Administration, 4(1). Available at: http://www.westga.edu/~distance/ ojdla/spring141/shelton141.html.
Thomas, R.M. (2017).Student perceptions of quality in fully online courses: A mix methods ftudy. Published doctoral dissertation, Frostburg State University.
The California state university. (2017). Quality Online Learning and Teaching (QOLT). Available at: /www.csun.edu/it/qlt
Zarif Sanaee, N.( 2011), Assessing the criteria for the quality and effectiveness of e-Learning in higher education. Media, 1 (3):24-32 (Text in Persian).
Walsh, y. (2014). Online curriculum development. Encyclopedia of information technology curriculum integration. Information science press.
Werayut .S, Sangkom. Pand, Surachet .N. (2014). A Model of e-learning by constructivism approach using problem-based learning to develop thinking skills for students in Rajabhat University. Education research and reviews, (9): 1165-1172.