Online Faciliation Evaluation

Exemplary
Accomplishe
d
Promisin
g
Incomplet
e
COURSE DESIGN
4
Goals &
Objectives
Integrated in the
course, used
variety of
forms, and is
clearly written.
4
Content
Presentation
Manageable
segments, a
variety of
modules flows
logically, and
visual and
auditory
supplements
and resources
included.
4
Learner
Engagement
Technology Use
Instructional
strategies
include goals
and objectives,
guidance, and
higher learning
activities
included.
4
Not
Applicable
Technology used
creatively to
facilitate
student learning
with a variety of
medias.
INTERACTION & COLLABORATION
4
Communication
Strategies
Synchronous
and
asynchronous
activities used
and aligned with
the
objective.
3
Student and
teacher
interact in a
variety of
communicatio
n and
collaboration
activities.
Development of
Learning
Community
4
Interaction
Logistics
Instructor tools
provide
feedback,
updates,
reminders, and
announcements
ASSESSMENT
3
Expectations
Activities
match goals
and objectives
3
Focus on tasks
similar to realworld
application of
skills
Assessment
Design
3
Self
assessments
and feedback
activities are
included.
Self-Assessment
LEARNER SUPPORT
4
Orientation to
Course & LMS
Tutorials are
audio, visual,
and test based.
Supportive
Software (Plugins)
N/A
4
Instructor Role &

Information
Instructor role
include multiple
forms.
Course/Institutio
nal Policies &
Support
N/A
4
Technical
Accessibility
Files, materials,
and graphics are
provided.
Accommodation
s for Disabilities
Feedback
N/A
4
Student can
give feedback.
TOTALS:
56
Online Facilitation Evaluation

Blair Sawyers
IT 7130
March 15, 2015
Dr. Margo Fryling
Online Facilitation Evaluation
The course I reviewed for the Online Facilitation Evaluation assignment was the Beginning
Japanese 1. This sixteen week course is available at Northern Virginia Community College and is
taught by Takako Shigehisa. The online course addresses and supports the National Standards for
Foreign Language which was published by the American Council on Teaching Foreign Language
(ACTFL). It is the ACTFL five goals, known as the five Cs (Communication, Culture,
Connections, Comparisons, and Communalities) that are used for the foundation of the online
course that is also used in face-to-face classroom settings. To conduct this evaluation, my
findings will be based on a rubric covering Course Design, Interaction and Collaboration,
Assessment, and Learner Support.
The Japanese 1 course design addresses elements of instructional design that includes
structure of the course, learning objectives, organization of content, and instructional strategies.
Although it was noted that easy usability and navigation was a key focus for the design of the
course, the goals and objectives are made available in a variety of areas in the course using the
syllabus and individual learning unit. The content is presented and integrated in chucks using a
variety of content modules, pages, links, visual and auditory elements, supplementary resources,
and publisher materials. The activities and assignments identified were design to engage the
learner through clear instructional strategies, goals and objectives, provide guidance for the
learner, instilled higher thinking order, and individualize instruction by incorporating technology
in creative ways to transcend traditional teacher learning instruction. Technology applications are
used throughout the course to keep engagement high such as blackboard mash up tools,
YouTube, slideshow, flicker photos, and voice presentations.
Skype, voice thread, collaboration, lively discussion, Google hangout, collaboration
projects, interactivity, of the assignment, meaningful practice, voice board, liveboard, and
discussion forum were the interaction and collaboration activities used for communication
between and among learners and instructors, synchronously, and asynchronously. These
activities relate to real time interaction, rapid response, developing learning communities
between students and instructors, and reinforcing content and learning outcomes. The course
also included guidelines, rubrics, and feedback to communicate to students how they will be
evaluated. Interaction with the instructor also included using communication tools to
The Japanese 1 online course key navigation tools on the homepage such as the welcome,
syllabus, contact, assignments, discussion board, online meeting room, how to, tools (email,
grades, etc), tutorial, and other tools. These tools are design to provide resources and support to
the student taking the course. Instructor contact information is easy for the students to find
because it is one of the key navigation tools as well as use multiple forms of communication
such as email and chat. The assessment for the course measures student learning outcomes and
grade by completing a speaking quiz using voiceboard and other assessment methods.
While evaluating this course, I found that many of the elements used to build an effective
award winning online course required the same expectation used while planning and
coordinating my own course. Even the components used with Blackboard were basically the
same for Course sites. This evaluation gave me a deeper perspective in knowing that when using
online learning that the learners need instruction, guidelines, feedback, and assessment
information. The rubric allowed me to see how each section is vital to the development and
implementation of online courses. Japanese 1 was presented professionally and I really enjoyed
viewing what this program had to offer students.

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Exemplary

Instructor Role &

Online Facilitation Evaluation

Online Facilitation Evaluation

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