Online instructor evaluation system - quantitative & qualitative metrics

Discussion in 'Online & DL Teaching' started by jhp, May 16, 2017.

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  1. jhp

    jhp Member

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    What quantitative or qualitative metrics are used to evaluate online instructors?

    Although I have seen things like response time to emails, discussion boards responsiveness, and student end-of-course surveys, what other things have you been exposed to, and with what level of success?

    Most of the solutions I have seen are limited to student surveys.


    Thanks.
     
  2. Bruce

    Bruce Moderator

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    Occupation:
    Police Officer/Adjunct College Instructor
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    When I taught online for University of Phoenix, they'd regularly have a faculty mentor (faculty member who's been around for several years and completed specialized training) "sit in" on your courses. The students knew that he/she had access to the course, but other than that, they didn't participate or even surface. After the course was completed, you'd get a detailed report with grading on how you followed school policies/procedures, along with comments on what you were doing well, and suggestions for improvement, if any.

    That's one of the reasons why I've always said that UoP has fantastic training & continuing education for faculty members. I can't comment on their recruitment or other business practices, but they're academically solid and take faculty training & assessment very seriously.
     
  3. jhp

    jhp Member

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    thank you.
     
  4. jonlevy

    jonlevy Member

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    Does it even matter? Since Obamacare, online gigs are very part time because none of the universities want to risk having to provide benefits. They all have some sort of evaluations which no one pays attention to because you are an independent contractor. Assignments are generally passed out based on favoritism followed by rentention rates and not causing problems. As for student surveys if you get too many negatives, you will get counseled. Universities that rely on independent contractors are by definition, not solid or serious because they chisel the faculty.
     
  5. jhp

    jhp Member

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    Yes, it does matter. There are some educational institutions that wish to better their instructors, material, and delivery.
     
  6. jonlevy

    jonlevy Member

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    Ironic though that usually those doing the bettering and conducting professional development have FT jobs and benefits and those being bettered don't.
     

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