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The University of California's Use of the iNACOL Standards for Online Classes.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The University of California's Use of the iNACOL Standards for Online Classes./
Author:	Heller, Kevin William.
Description:	1 online resource (177 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355763584

The University of California's Use of the iNACOL Standards for Online Classes.
Heller, Kevin William.

The University of California's Use of the iNACOL Standards for Online Classes. - 1 online resource (177 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--University of California, Davis, 2017.

Includes bibliographical references

The iNACOL standards for online courses are widely used by educational institutions across the world, including the University of California, which uses them in its formula for granting or denying a-g approval for online classes. To date, however, there has been little research into the quality of the iNACOL standards. Although the developers of the 52 iNACOL standards never prioritized one standard over another, UC has independently determined that 15 of the standards are more important than the remaining 37. This study asked online teachers to rank the 52 iNACOL standards, and results were compared to UC's prioritized list. Results were mixed. Overall, teachers were more likely to endorse UC's 15 "power standards" as being among the most important within different instructional domains than they were to endorse the 37 non-power standards. However, that pattern did not always hold true when each domain was considered separately. Additionally, there were a number of instances of online teachers selecting non-power standards as being more important than power standards. Recommendations for policy improvements appear in the conclusion, based upon the quantitative and qualitative results.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355763584Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

The University of California's Use of the iNACOL Standards for Online Classes.
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500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
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502 $a Thesis (Ed.D.)--University of California, Davis, 2017.
504 $a Includes bibliographical references
520 $a The iNACOL standards for online courses are widely used by educational institutions across the world, including the University of California, which uses them in its formula for granting or denying a-g approval for online classes. To date, however, there has been little research into the quality of the iNACOL standards. Although the developers of the 52 iNACOL standards never prioritized one standard over another, UC has independently determined that 15 of the standards are more important than the remaining 37. This study asked online teachers to rank the 52 iNACOL standards, and results were compared to UC's prioritized list. Results were mixed. Overall, teachers were more likely to endorse UC's 15 "power standards" as being among the most important within different instructional domains than they were to endorse the 37 non-power standards. However, that pattern did not always hold true when each domain was considered separately. Additionally, there were a number of instances of online teachers selecting non-power standards as being more important than power standards. Recommendations for policy improvements appear in the conclusion, based upon the quantitative and qualitative results.
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