A Study On the Design of the Accreditation Criteria for on-line Education in University

Objectives The purpose of this study is to establish a basic framework for online education quality management by developing certification indicators that have secured validity when universities implement a certification system to manage the quality of online education. Methods To this end, through prior research and literature analysis, key elements, evaluation criteria, and confirmation factors were derived, and the initial certification index was developed with 4 certification criteria and 10 sub-criteria. As for the developed initial certification index, two Delphi surveys were conducted on the certification index for experts with experience in instructional design, curriculum, and educational quality management. After the first Delphi survey, the contents of the certification criteria with low validity scores were revised and supplemented through expert opinions for each item. In addition, by reflecting the opinions of experts that the certification index seems complex, the evaluation elements of the certification index were selected into two categories: design and development, and class operation, and the evaluation areas, sub-areas, confirmation factors, and evaluation criteria for each element were modified and supplemented. After the second Delphi survey, the contents of the certification criteria with low validity scores were revised and supplemented through expert opinions for each item. Results After two Delphi surveys, the derived question items were determined by the final certification index data. The final certification index consisted of 2 evaluation elements, 7 evaluation areas and 11 sub-areas. The evaluation elements of the final certification index consisted of design, development, and instructional management, and the evaluation area consisted of lecture materials, teaching strategies, videos, presentation of learning activities, evaluation, feedback, and plan coincidence. The sub-areas consisted of presentation of learning objectives, learning materials, copyright notation, teaching strategies, video quality, class participation and interaction methods, presentation of evaluation items, task and evaluation appropriateness, learner management, learning activity feedback, and plan coincidence. Conclusions It is significant in that it has developed certification indicators according to the characteristics of university online classes from existing certification indicators, and it is expected to provide a reference point to universities considering introducing a certification system to manage the quality of online classes in the future.