Vol. 32 No. 1 (2017)
Research Articles

The Incorporation of Quality Attributes into Online Course Design in Higher Education

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Kathleen Anne Lenert
Medical University of South Carolina
Bio
Diane P. Janes
University of Alberta
Bio

Published 2017-05-25

Keywords

  • online learning,
  • quality,
  • higher education,
  • instructional design

How to Cite

Lenert, K. A., & Janes, D. P. (2017). The Incorporation of Quality Attributes into Online Course Design in Higher Education. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 32(1). Retrieved from https://ijede.ca/index.php/jde/article/view/987
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Abstract

A survey was designed incorporating questions on 28 attributes shown in the literature to be quality features in online academic courses in higher education. This study sought to investigate the ongoing practice of instructional designers and instructors in the United States with respect to their incorporation of these quality best practices into their design process and course content. Although most respondents indicated they included the majority of the quality attributes in courses they designed or taught, a significant number rarely or never included some of the generally accepted features shown to result in positive learner outcomes.

Résumé

Nous avons mené une enquête dont les questions portaient sur les 28 critères de qualité (identifiés dans le cadre d’une revue de littérature) des cours en ligne dans l’enseignement supérieur. Cette étude cherchait à faire ressortir dans quelle mesure les bonnes pratiques définies concernant la qualité sont mises en œuvre par les concepteurs pédagogiques et les enseignants, aux Etats-Unis, dans leur processus de conception des cours et le contenu de ces derniers. Bien que les répondants indiquent, pour la plupart d’entre eux, qu’ils intègrent la majorité des critères de qualité dans les cours qu’ils conçoivent ou enseignent, un nombre significatif d’entre eux n’intègre que rarement voire jamais certains de ces critères communément considérés comme ayant un impact positif sur la réussite des étudiants.

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