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Garnering Faculty Buy-In to Improve Online Program Quality: Implementation of the Online Learning Consortium Scorecard to Encourage Shared Governance

Garnering Faculty Buy-In to Improve Online Program Quality: Implementation of the Online Learning Consortium Scorecard to Encourage Shared Governance
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Author(s): Terry Pollard (University of Mississippi Medical Center, USA)
Copyright: 2017
Pages: 19
Source title: Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs
Source Author(s)/Editor(s): Kaye Shelton (Lamar University, USA) and Karen Pedersen (Online Learning Consortium, USA)
DOI: 10.4018/978-1-5225-0877-9.ch001

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Abstract

This case study details the implementation of the Online Learning Consortium's Scorecard for the Administration of Online Programs to assess quality and standards adherence within an allied health sciences school at a research university. The scorecard is comprised of seventy-five standards. Twenty-four faculty comprised the scoring committees. Artifacts were identified and collected by the director of distance learning. Programs involved include dental hygiene, health sciences, radiologic sciences, health informatics and information management, and health administration. These online programs, which lead to baccalaureate, masters, and doctoral degrees, are taught primarily by full-time clinical faculty, approximately 90% of whom hold the terminal degree in their field.

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