Access Type

Open Access Dissertation

Date of Award

January 2016

Degree Type

Dissertation

Degree Name

Ph.D.

Department

Instructional Technology

First Advisor

Timothy Spannaus

Second Advisor

Michael Barbour

Abstract

The research presented created a revised K-12 online course design rubric based off the iNACOL National Standards for Quality Online Courses. The redesign was completed in three distinct phases, beginning with a literature review of the iNACOL standards that compared current K-12, higher education, and other related literature to each element found in the standards to test for content validity. Results of phase one showed that the iNACOL standards did match up to current literature. Phase two consisted of an expert panel review of the standards, along with phase one suggestions, over three rounds. Viewing the standards through the specific lens of K-12 online course design, the experts combined, revised, deleted, or kept individual elements. The end result was a revised rubric based off the original iNACOL standards. This revised rubric was field tested against current K-12 online courses in phase three. Four groups of two reviewers used the revised rubric to test the inter-rater reliability. While the overall results of the revised rubric did not meet the reliability threshold for percentages, specific elements did. Future research should look to why certain elements were successful (i.e. phrasing, type of question asked) while others were not. This study could also be replicated with other widely accepted standards to help strengthen or revise expert results.

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