Sources of Data for DE Review
The Distance Education Program Effectiveness plan requires the identification of the sources of data that will be examined as part of the assessment process. Specifically, the form prompts programs to:
- Identify and describe at least ONE direct measure of student learning; and,
- Identify and describe at least one source of data or metric that will be used to evaluate the overall experience of students in the DE program.
Below are examples of a variety of possible data sources. This list is not exhaustive. Remember when identifying data sources that each should be explained in detail and identify a comparison point. The purpose of this report is to demonstrate the effectiveness of the program, regardless of its mode of delivery.
Student Learning Outcome Data
These can be the same data reported in the annual Academic Program Assessment submission. Other considerations include measures of course learning outcomes, particularly if there are course sections delivered in different modalities that can be compared.Student Course Evaluations
Student Course Evaluations (SCEs) can be used in a couple of different ways. One way may be to compare mean responses to common items across DE courses/sections and face-to-face courses/sections. These items could focus on learning, such as the common items found on every SCE. Another approach is including additional items in DE courses/sections focused on the unique learning environment. Possible items could be:- I felt like a part of the class (not isolated, alone, or cut off from the instructor and other students).
- Sufficient opportunities for interacting with the instructor were available to me.
- Sufficient opportunities for interacting with my classmates were available to me.
- Technical support and related resources were available to ensure I had access to the class and course materials.
- Materials provided in [Canvas] were consistently available in a timely manner.
- The instructor recognized the unique needs of distance learners and planned accordingly.
- Format of assignments and/or time required to complete assignments was appropriate for an online course.
- What challenges, if any, did you face given the mode of delivery of the course?
- What recommendations do you have for strengthening or improving the course given its mode of delivery?
- How did the online format impact your engagement with the instructor, your peers, and/or your overall sense of belonging in the learning community?
- What were the positive and negative aspects of online learning in this course?
- Describe any technological issues you may have encountered during the course.
For support in adding additional questions to SCEs, please contact assessment@tamu.edu.
Surveys
Results of university-level surveys such as the graduating senior or graduation master's surveys are made available to representatives from each college/school and academic department. Compare responses between students graduating in face-to-face programs and DE programs. Areas which may provide insightful information about the student experience include:- Use and value of academic and student support services.
- Contribution of the program to developing competencies/skills.
- Perceptions of their preparation for the job market.
- Perceptions of climate and inclusion.
- Quality of the curriculum, teaching, opportunities to collaborate, etc.
- Overall program quality.
- Overall academic experience.
- Overall experience at TAMU.
- What (if any) online resources or services could TAMU improve upon to augment the experience of distance education students?
- Were there any services or resources that were either not available or easily accessible that you needed to help you succeed in your program? If so, which ones?
- Are there specific services, resources, or activities that you would recommend to help distance education students feel more connected to TAMU?