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Online Education Program Evaluation

Taya Hervey-McNutt

Strayer University

EDU 571: Evaluating School Programs

Dr. Teresa Harvey

May 25, 2022

Purpose and Expected Outcomes

Online education’s major goal is to facilitate students’ enrollment in academic programs

at their existing institutions. Online education is also critical, and it is designed to teach students

how to use technology and learn online to succeed academically and professionally. When

faculty members create and teach online courses, they acquire new critical abilities for their

professional development. The university is committed to providing students and faculty with the

resources and tools necessary to flourish in online courses.

Students can complete their degree requirements outside of the typical classroom setting

through online learning, which can either accelerate or delay their graduation time. Students who

are currently employed but wish to further their careers can take advantage of the college’s online

offerings. According to the Mission Statement, an even more critical benefit of online learning is

that it assists students in developing the technological talents and online learning strategies

necessary to achieve their future educational and professional goals. Academic programs offered

online are specifically designed to meet the demanding schedules of working adults. According

to the institution’s estimates, these online initiatives will contribute to regional and state

economic and workforce development goals by enabling those who are typically unable to seek

assistance due to a lack of resources.

Faculty members should have access to opportunities for professional development via

online learning. Developing instructional methods and strategies that take students’ talents,

interests, and expectations into account is a critical component of the process, and teachers who

teach online are expected to master this skill. The school’s faculty members have been

particularly active in supporting online education. They have served on the school’s planning and

advisory groups in addition to teaching online. The school will benefit from online education by

attracting additional students, which will result in increased revenue. These funds can be used to

support critical institutional goals and critical activities during these difficult economic times.

The Role, Staffing, Scope of Work, and Funding of the Department

Since most traditional educators lack the skills necessary to teach in an online

environment, they are ineligible for this post. When interviewing potential online teachers, the

individuals who run the online school will prioritize those with advanced degrees knowledgeable

about online teaching and learning. When hiring professional online educators for K-12 schools,

it is vital to seek individuals who have a track record of being great online instructors.

Teachers must be able to foster social connections and group work among students and faculty

(1). It is based on sociocultural and social constructivist approaches to learning and sociological

viewpoints on how individuals learn about one another in groups. Students need to participate in

group activities when these instructional methods are used. Managers must take into account

instructors’ thoughts on online social roles.

With the introduction of online education, the technology available to assist persons in

learning has increased. The facilitator must ensure that students feel comfortable moving around

and interacting with digital tools to teach effectively online. When students learn online, they

anticipate that technology and education will operate in unison.

Before enrolling in an online learning program, students should be informed of the time

commitments and learning standards required to succeed. It is vital to structure student

commitments, learning objectives, and performance outcomes so that the institution and

instructor can ensure that all students comprehend the course requirements. If you are unfamiliar

with managing interactions in a learning setting, online teaching will be challenging. This is a

required skill for anyone interested in working as an online teacher.

Online educators perform the most significant work regarding their responsibilities and

perspectives on online learning. To be effective in the online learning environment, the instructor

must use research-based teaching practices (2). When teachers inquire about their pupils’

comprehension, they should do it regularly and thoroughly. Additionally, they should include

student arguments on critical issues and talents. Additionally, an instructor’s responsibility is to

show effective study techniques and provide an environment where students can speak with one

another, set learning goals, and seek technical aid. Finally, the federal government and any other

groups interested in contributing to the project’s finance.

Ways Online Learning Can Benefit from an Evaluation

Regardless of its configuration, any eLearning program requires monitoring and

comprehensive, well-designed reviews. Effective evaluations can assist eLearning policymakers,

planners, funders, and implementers in determining the program’s strengths and weaknesses and

determining which assumptions, inputs, and actions need to be altered and how. When

evaluations are conducted, the results assist in program improvement and in determining which

programs should be preserved, altered, or scrapped. When a project is unsuccessful, it might aid

planners and designers in comprehending and learning from their errors. We cannot determine

the effectiveness of a program unless and until we have well-designed and detailed evaluations.

We cannot determine the quality of an eLearning program unless it has been tried, tested, and

evaluated.

Challenges & Effective ways to address It

From a methodological approach, the evaluation of this educational technology program

must address the need for alternative measures to standardized achievement evaluations,

discrepancies in students’ learning opportunities, and differences in starting points and program

implementation. The solution to these issues is to conduct an in-depth investigation of the

different online offers available.

Conclusion

In conclusion, this evaluation will be conducted in hopes of improving virtual teaching

and help make this type of teaching more accessible for those students who struggle with

learning online. Although there will be many challenges with helping improve this teaching

technique, the recent pandemic has brought forth the ideas and research needed in order to learn

how to further the online teaching programs. This evaluation will also help teachers learn what it

is that they may need to work on in order to ensure that the students are learning from the best.

References

1. Greenhow, C., & Askari, E. (2017). Learning and teaching with social network sites: A

decade of research in K-12 related education. Education and information technologies,

22(2), 623-645. https://doi.org/10.1007/s10639-015-9446-9

2. Crawford-Ferre, H. G., & Wiest, L. R. (2012). Effective online instruction in higher

education. Quarterly Review of Distance Education, 13(1), 11.

3.

Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D.

W., & Beechum, N. O. (2012). Teaching Adolescents to Become Learners: The Role of

Noncognitive Factors in Shaping School Performance–A Critical Literature Review.

Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637.

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