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Examining the Validity and Instructional Value of a Rubric for Evaluating Online Course Quality

Tue, April 9, 2:15 to 3:45pm, Metro Toronto Convention Centre, Floor: 300 Level, Hall C

Abstract

The purpose of this study was to empirically investigate the validity and instructional value of a rubric widely used in higher education institutions to evaluate online course quality. We first examined the validity of the rubric using quality ratings for 202 online courses offered at a public university, finding that over 25% of the rubric items were invalid. We then examined the relationship between valid course quality scores and online interactions between students, instructors, and content and student learning outcomes. A path analysis model, using data from 121 online courses enrolling over 5,200 students, showed that only rubric items related to learner engagement had a significant positive effect on online interactions while only student-content interaction significantly influenced course completion rates.

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