| Purpose of
this form:
The RODP Course Improvement Feedback form provides the course developer
with the opportunity to continually improve the effectiveness of the
course. Please complete the form below by indicating suggestions you
believe would enhance the course, student performance, and
instructor effectiveness.
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| Name: |
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| E-mail
Address: |
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| Phone Number: |
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| Institution: |
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| Employment Status: |
Full-time,
tenured
Full-time,
tenure track
Full-time,
non-tenure track
Part-time,
adjunct instructor |
| Course Title: |
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| Course Rubric:
(prefix & number) |
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Developer's E-mail
Address:
List available at
http://www.rodp.org/faculty/developers.htm |
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| Date: |
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| Number of semesters
teaching this RODP course online: |
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Number of semesters
teaching this same course in a
traditional face-to-face class: |
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Last time taught online
in RODP:
(semester & year) |
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Suggestions for Improvement(s) in
Course Content:
(please identify at least one) |
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Content Element
Examples: Additional unit
devoted to election of 2004, revised course due to new software,
etc. |
Description of Need
Examples: New information
available in field of study needs to be included. |
Suggestion
Examples: Delete unit on ..., add module on..., revise unit
on.... |
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Additional comments about course
content: (optional) |
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Suggestions for Improvement(s) in
ADA Compliance:
(please identify at least one) |
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ADA Standard
Examples: Provide a text equivalent for every non-text element |
Incident(s) of Non-compliance
Example: Module X content is incorrectly formatted/tagged |
Solution
Examples: Add metadata to non-text elements; provide alternate formats of course content to address needs of impaired learners; identify row and column headers in all content areas |
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Additional comments about ADA compliance: (optional) |
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Suggestions for Improvement(s) in
Teaching Methods:
(please identify at least one) |
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Teaching
Element
Examples: Incorporate
multimedia, grading rubric for discussions, address multiple
learning styles, etc. |
Description of Need
Examples: Evaluations
indicate uncertainty as to how participation is evaluated. Desire
to embed speech for auditory learners. |
Improvement Plan
Examples: Develop and incorporate rubric for grading discussion
postings and other participation. Use Wimba Voice Board for oral
communication. |
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Additional comments about teaching
methods: (optional) |
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Suggestions for Improvement(s) in
Community Building:
(please identify at least one) |
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Community
Building Element
Examples: Incorporate small
group discussions, group projects. |
Description of Need
Examples: Past experience has
indicated a lack of frequency and/or depth of understanding in
discussion postings. |
Improvement Plan
Examples: Incorporate small group discussion topics, incorporate
blogs, implement new ice-breaker activity at beginning of semester. |
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Additional comments about community
building: (optional) |
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Suggestions for Improvement(s) in
Student Performance:
(please identify at least one) |
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Student
Performance Element
Examples: Revise evaluation
procedures, student-teacher interaction, time-on-task.
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Description of Need
Examples: Analysis of student
tracking indicates sporadic course access, excessive reliance on
objective testing. |
Improvement Plan
Examples: Develop and incorporate specific parameters for graded
student participation, implement alternative assessment method. |
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Additional comments about student
performance: (optional) |
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Comparison of Online to
Traditional Course: Please indicate below how this course
compares to your on-ground course experience in regard to student
performance. For any items for which there is a disparity, please
comment on the action plan to mitigate this disparity. |
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Course Element |
General Equivalence |
Explanation and Actions Plan |
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Overall course objectives |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Overall student mastery of knowledge and skills |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Textbook reading requirement and other required reading |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Assignments required |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Deadlines, due dates, and other time-on-task requirements |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Course Element |
General Equivalence |
Explanation and Actions Plan |
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Grading rubric for tests, projects, and/or
presentations |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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End-of-term grade distribution |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Frequency and quality of
student-instructor interaction |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Frequency and quality of student-student
interaction and cooperation |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Small group projects and assignments
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Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Course Element |
General Equivalence |
Explanation and Actions Plan |
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Withdrawal/drop rate |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Use of Internet resources |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Multimedia use for presentations |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Stated commitment to promptness of
instructor feedback on graded assignments |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Stated commitment of availability to
students for academic counseling |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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Overall course academic rigor |
Yes,
generally equivalent
No,
not equivalent
No
experience in both formats |
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