| Identified Institutions |
Reasons for Identification |
Reasons for selection |
Reasons for Non-selection |
| Brevard Community College |
Listed in Best Educational E-Practices (BEEP) by Institute for Higher Education Policy as a benchmark e-learning institution. |
Satisfied most of the criteria identified by committee to be necessary to assess learning outcomes. |
|
| Cochise College |
Online program accredited by North Central Association Commission on Institutions of Higher Education and schools in 2001. Recommended by committee member. |
|
|
| Excelsior College |
Identified in BEEP by Institute for Higher Education Policy as a benchmark institution. |
|
No response and insufficient online information for review |
| Forsyth Technical C. C. |
This is one institution in the North Carolina Community College System (NCCCS). Recommended by member who worked in system and has knowledge of the online program. |
|
No response and insufficient Internet information. |
| Franklin University |
Articulation Agreement with CVCC. Member has professional knowledge of program. |
Satisfied most of the criteria identified by the committee |
|
| Guildford Technical C. C. |
Recommended by member who worked in NCCS and has knowledge of program. |
Survey instruments exhibited most of the criteria listed by committee. |
|
| Hampton University |
Recommended by member who viewed the online courses. |
|
No response and insufficient web information. |
| Kentucky Virtual University System (KYVU) |
KYVU’s website identified Principles of Good Practice which includes a standard for reviewing the quality of online programs or courses. Recommended by committee member after viewing online courses and communicating with faculty. |
Contents of survey instrument satisfied the criteria that the committee identified. |
|
| Lenoir Community College |
Recommended by member. As a part of the North Carolina Community College System (NCCCS) a member has knowledge of the program. |
Web courses and survey instruments include most of the criteria identified by committee |
|
| New York University |
Recommended by committee member after examining web courses. |
|
No response from requests for information. |
| Parkland College |
Recommended by committee member. |
|
Inadequate information about survey instruments and its use of two software programs for delivering courses. |
| University of Phoenix (UOP) |
The Chronicle of Higher Education states that Assessment plays a big role at the University of Phoenix Online. (April 13, 2001)
Innovations in Online Learning identifies UOP as a groundbreaking institution decided to obtain desired learning outcomes. |
Uses several survey instruments to focus on specific areas such as communication, faculty-end-of-semester, and student-end –semester |
|
| Sandhills Community College |
This is a part of NCCCS and member who has current information about the program recommended it. |
Online courses and survey instrument satisfy most of the committee’s criteria. |
|
| St. Petersburg College |
In 1999, SPC received a multi-year federal grant for Project Eagle to encourage it to build a national model with a plan to evaluate about 160 traditional and web courses. As part of this project it evaluates e-learning practices at the college and intends to disseminate evaluation results nationally. |
Uses specific survey instruments and compares online and traditional courses. Satisfies a very high percentage of committee’s criteria. |
|
| Western Piedmont C. C. |
This institution is part of NCCS and was recommended by committee member. |
Most committee criteria included in its web courses and survey instrument. |
|
| Florence-Darlington Tech. C. |
President’s recommendation. |
The Early Alert System and Early Quality Control programs provide a channel to help students to improve learning outcomes. |
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