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 the following: 

During the upcoming academic year, what data will be used to explicitly examine the effectiveness of the distance education program given its unique mode of delivery?  

Below are examples of a variety of possible data sources. Remember when identifying data sources that each should be explained in detail and identify a comparison point when feasible. 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 as part of the Annual Program Assessment submission. Other considerations include attainment of course learning outcomes, particularly if there are course sections delivered using different modalities that can be compared. 

Student Course Evaluations

Student Course Evaluations 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.
• There were a variety of assignments appropriate for an online course.
• Open ended questions might ask if students encountered unique challenges given the mode of delivery or if they have recommendations for strengthening the course given the unique mode of delivery.

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.

Students graduating from DE programs are also asked the following:

• 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?

Student Success Indicators (e.g., retention, graduation, time to graduation)

Metrics such as persistence, retention, graduation rates, and time to degree can also be used. Be specific with respect to how these outcomes will be used to evaluate the effectiveness of the DE program given its unique mode of delivery.