This memo explores online education evaluation in response to the Covid-19 pandemic, suggesting standardized guidelines for success.
The last two and a half years has seen the rise of the online education classroom due to the Covid-19 pandemic. Lessons regarding online classroom engagement, motivation, and curriculum have presented researchers with even more questions about how to successfully offer positive learning outcomes to students. One of the biggest problems was evaluating the success of online programs. As each educational organization had their own formula for how to measure success, confusion arose around whether a standard set of guidelines should be used to measure online learning. This paper investigates streamlining the evaluation process for online classrooms by examining the efficiency, equity, technical feasibility and political feasibility of different online classroom policies. The author concludes that adopting the already established 24-point online course guidelines created by the Institute for Higher Education Policy of USA would be the most feasible policy recommendation to help evaluate and guide online course creation and implementation. Created by the Institute for Higher Education Policy of USA in cooperation with the Council of Higher Education Accreditation, it identifies a successful online program, deals with issues such as course development, institutional support, teaching/learning, course structure, student/faculty support, and evaluation methods.
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Andrew Enomoto (2023) studied this question.
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