Session Ten: Final Project


Session Ten:  Final Project Summary

Link to Final Project:

Project Description:

The purpose of this project was to find/develop an online rubric that could be used as an online teacher training tool and course evaluation tool for online education at College of the Desert community college.  The project consist of four parts:

  1. Reviewing multiple established online rubrics used in higher education.
  2. Reviewing studies on student success in online courses with an emphasis on Basic Skills students.
  3. Reviewing and testing California State University Chico (CSUC) Online Rubric by having College of the Desert full time online teachers apply rubric to their own courses and then provide feedback on strength, weakness, wording, length, addressing Basic Skills students, and other comments.
  4. Connecting Best Practices Training & Research to CSUC Online Rubric to better match Basic Skills student population at College of the Desert.

The six domains of the Rubric for Online Instruction that was reviewed:

  1. Learner Support and Resources
  2. Online Organization and Design
  3. Instructional Design and Delivery
  4. Assessment and Evaluation of Student Learning
  5. Innovative Teaching with Technology
  6. Faculty Use of Student Feedback

Why you think the project you are doing is worthwhile to you?

This final project directly relates to my sabbatical.  My sabbatical includes not just completing the eLearning certificate at CSUSB but also applying this education to improving student success-

·      By creating Basic Skills English and ESL hybrid and/or online course shells to share with department faculty at College of the Desert.

·      By improving online courses at COD through providing professional development in best practices for all online instructors (with an emphasis on COD’s Basic Skills student population).

Since my college has just approved a new required training program for all online teachers, I began to think in terms of creating a checklist or rubric that teachers could apply to their own online courses.  When I contacted the current and former Chairs of Ed Tech, I was surprised that the Ed Tech committee was already considering using CSUC’s Online Rubric.  Although the committee had chosen this rubric, they had never had the online faculty review it.  After consulting with Dr. Newberry on this development, I revised my project to include having COD’s online faculty test the CSUC rubric and provide feedback.  I then polled all full time online teachers and have included comments on the rubric.  I next linked the rubric’s specific six domain categories to the newly required @one online training and related research studies.

Application of this final project will include-

First, I will use faculty input to revise CSUC’s Rubric to best meet the needs of College of the Desert.  The revised rubric will then be sent out to COD’s online faculty for further input.  After a second draft, the rubric will be submitted to the Ed Tech committee for Academic Senate approval as part of the new online teacher training.

Secondly, I plan to recommend to the ED Tech committee that COD consider adopting this rubric in place of the current evaluation form.  Currently online courses are evaluated with the same criteria form as face-to-face course.  A new online evaluation rubric will require an approval of the Administration, Faculty Union, and Board.

Detailing the content area, the grade level, and other considerations that both make the project you take on useful to you?

Last year only 58% of English students successfully passed online courses at College of the Desert (College of the Desert, 2013).  The success rate of English students in pre-collegiate level courses was below 50%.  The college hasn’t ever offered ESL classes online for fear of failure rates.  While our face-to-face success rates are over 70% (College of the Desert, 2013), clearly we need to find better ways to help our online students successfully complete these courses.

Completing an eLearning certificate will give me the skills to become an online teacher, but one teacher’s course load has little impact on a college’s overall success rates.  My goal in finding a rubric for evaluating online courses at COD, is to apply the knowledge I am learning at CSUSB in a way that impacts all of our college’s online classes.


Influence design choices that you make in doing the project.

I decided to create this project on WordPress because after using it for my ETEC 648 Blog, I knew it was user friendly and could be designed to allow comments from my instructor, classmates, and work colleagues. I wanted to be able to email the link to online faculty at COD, and continue to elicit responses as I further develop this project throughout my sabbatical.

I’m finding that the rubric pdf design is somewhat un-user-friendly.  When it comes time to create the final draft of the rubric, I plan to make it an online response through either a poll or quiz software.  Any suggestions; I could use help with this?


Your development process, discuss your results and provide your bibliography.

I owe a huge thank you to my many colleagues who gave very detailed feedback on the CSUC Rubric.  Overall the online teachers liked the rubric and found it helpful for reviewing their online courses There are some issues with clarity/language, questions over student-to-student services, student readiness, effectiveness of technology innovation, accessibility, and updating.   The suggested changes were minor and manageable.  Honesty I was amazed at the consensus among faculty who have responded so far and am very optimistic that we will be able to make necessary changes to create a rubric that reflects the needs of our online student population at College of the Desert.


Cassens, T. (2010, January 1). Comparing the Effectiveness of Online and Face-

to-Face Classes among California Community College Students. ProQuest LLC.  Retrieved from:

Chahino, M. (2011, January 1). An Exploration of Student Personality Type and

Success in Online Classes. ProQuest LLC.  Retrieved from:

College of the Desert.  (2013).  Online Class Data Book in Support of Enrollment

Management.  Palm Desert, CA:  College of the Desert.

Evaluating Online Courses.  (N.D.)  Retrieved from Michigan State University Online


Harrell, I., & Bower, B. L. (2011). Student Characteristics that Predict Persistence

in Community College Online Courses. American Journal Of Distance Education, 25(3), 178-191.  Retrieved from:

Hukle, D. (2009, January 1). An Evaluation of Readiness Factors for Online

Education. ProQuest LLC.  Retrieved from:

Johnson, J.  (2013, Sept.).  The Use of E-Learning Tools for Improving Hispanic

Students’ Academic Performance.  Journal of Online Learning and

Teaching, 9(3).  Retrieved from:

Li, G. (2012). Literacy Engagement through Online and Offline Communities

outside School: English Language Learners’ Development as Readers and Writers. Theory Into Practice, 51(4), 312-318.  Retrieved from:

Kaupp, R. (2012). Online Penalty: The Impact of Online Instruction on the Latino-

White Achievement Gap. Journal Of Applied Research In The Community College, 19(2), 8-16.  Retrieved from:

Kegelman, N. (2011, January 1). Online Courses at a Community College: A

Study of Student Characteristics. ProQuest LLC.  Retrieved from:

Menager-Beeley, R. (2001). Student Success in Web Based Distance Learning:

Measuring Motivation To Identify at Risk Students and Improve Retention in Online Classes. 

Muse Jr., H. E. (2003). The Web-based community college student: An

examination of factors that lead to success and risk. Internet & Higher Education, 6(3), 241. doi:10.1016/S1096-7516(03)00044-7

Park, H., & Kim, D. (2011). Reading-Strategy Use by English as a Second

Language Learners in Online Reading Tasks. Computers & Education, 57(3), 2156-2166.  Retrieved from:

Phillip, A. (2011). The Online Equation. Diverse: Issues In Higher Education,

28(3), 20.

Quality Online Course Initiative Rubric & Checklist.  (2010).  Retrieved from

University Illinois:

Ramezani, K. (2010, January 1). The Implications of Using Online Classes with

At-Risk Students in an Alternative School Setting. ProQuest LLC.  Retrieved from:

Rey, J. (2010, January 1). The Effects of Online Courses for Student Success in

Basic Skills Mathematics Classes at California Community Colleges. ProQuest LLC.  Retrieved from:

Rubric for Online Instruction.  (20140.  Retrieved from CSUC:

Shank, P. (2007). (Not) Making it Hard(er) to Learn, Part 1. Online Classroom, 4-

8.  Retrieved from:

Slate, J. R., Manuel, M., & Brinson, K. H., Jr. (2002). The “digital divide”: Hispanic

college students’ views of educational uses of the Internet.  Assessment & Evaluation in Higher Education, 27(1), 75-93. doi:10.1080/02602930120105081

Taylor, V.  (2003, May 12).  Excellence in Online Teaching and Strategy.  Retrieved

from:  De’Anza College Rubric-$146

Wilcox, B. L., & Wojnar, L. C. (2000). Designing a “Best Practice” Online Course. 

Retrieved from: 



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