One of the results of the relative newness of online and blended learning courses is that what defines a "good" or "bad" course or learning experience has not been well-defined. When face-to-face courses are simply "put online", there may be too much or too little focus on the "design" of the course. Evaluations of courses must also focus on the actual experiences of the learners and the instructors. Quantitative measures of learning are essential, but so are qualitative measures. In fact, the latter likely has a greater impact on course completion and retention--an often-heard criticism of online learning.
This week's readings also included some very practical advice. Two of my favorites are: 1) including peer review to evaluate courses and 2) creating benchmarks and goals along with calendar appointments where I would schedule time to self-assess my progress towards reaching those benchmarks and completing my self-imposed goals and deadlines. The benefit of the latter goes beyond accountability in that it also helps me set more realistic goals moving forward.
