Douglas, K. A., & Merzdorf, H. E. (2020, June), A Framework for Evaluation of Large Online Graduate-Level Courses for Professional Learners  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34004

\bibitem{asee_peer_34004}
  Douglas, K. A., \& Merzdorf, H. E. (2020, June), \emph{A Framework for Evaluation of Large Online Graduate-Level Courses for Professional Learners}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34004

Kerrie A. Douglas and Hillary E. Merzdorf.  "A Framework for Evaluation of Large Online Graduate-Level Courses for Professional Learners".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34004 Internet.  03 May, 2024

\bibitem{asee_peer_34004}
  Kerrie A. Douglas and Hillary E. Merzdorf.
  "A Framework for Evaluation of Large Online Graduate-Level Courses for Professional Learners".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34004 Internet.  03 May, 2024

@INPROCEEDINGS{asee_peer_34004
author = "Kerrie A. Douglas and Hillary E. Merzdorf"
title = "A Framework for Evaluation of Large Online Graduate-Level Courses for Professional Learners"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34004}
number = {10.18260/1-2--34004}
}

TY  - CPAPER
AB  - Massive open online course (MOOC) platforms have evolved from providing primarily courses that are free or low-cost to working with industries and universities to offer credentials, advanced degrees and professional education. As more engineering schools and corporations develop partnerships with MOOC providers, there is a need for frameworks to guide how to conduct evaluation in the ‘massive’ environment. However, researchers have criticized traditional evaluation metrics are not suitable for MOOC environments. The purpose of this paper is to present an evaluation framework for large online graduate level engineering courses. This framework addresses this need with a comprehensive evaluation plan of practices and outcomes in MOOCs. Modified from Guskey’s (2000) professional development evaluation process, this framework examines learners’ satisfaction and value alongside performance, as well as pedagogies to support learning, application of content, and integration of the course with long-term institutional goals. We present the five levels of criteria, metrics, and data sources and discuss their application to evaluating MOOCs. The five levels of evaluation criteria are: 1) Learner Satisfaction, 2) Learner Outcomes, 3) Pedagogical Practices, 4) Learner Use, and 5) Broader Impacts.

AU  - Kerrie A. Douglas
AU  - Hillary E. Merzdorf
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - A Framework for Evaluation of Large Online Graduate-Level Courses for Professional Learners
UR  - https://peer.asee.org/34004
DO  - 10.18260/1-2--34004
ER  -