Sharing the Secret Recipe:
Deconstructing Key Performance Indicators for
Quality Distance Social Work Education
Social Work Distance Education Conference
Indianapolis, Indiana
April 15, 2015
Debora Rice, Ph.D., MSW., LCSW
Pablo Arriaza, Ph.D., MSW., LICSW
Sally Brocksen, Ph.D., MSW., MBA
Presentation Objectives
• Critically evaluate performance measures used in traditional
higher education
• Identify factors for determining quality in online education
around teaching, learning, and support
• Present key performance indicators (KPIs) used in Walden
University’s Social Work Program
• Discuss how three experienced online social work professors
interpret and use KPIs to identify quality and encourage
performance
Reluctance to Embrace
Online Education
• Only 28% of higher education leadership say their faculty
accept the “value and legitimacy of online education”
• 66% of faculty consider online courses as inferior or
somewhat inferior to a comparable face-to-face course
• 79% of faculty say they have concerns about the quality of
online education at for-profit institutions
• Social work faculty specifically appear to have an embedded
hesitation to embrace social work education in an online
environment
References:
Allen, I. E. & Seaman, J. (2012). Conflicted: Faculty and online education. United States: The Sloan Consortium.
Allen, I. E. & Seaman, J. (2014). Grade level: Tracking online education in the United States. United States:
The Sloan Consortium.
Conceptualizing Quality Performance
Traditional
Early Distance Education
Walden’s Online
Learning outcome
measures
Learning outcome
measures
Learning outcome
measures
Student evaluation of
faculty
Student evaluation of
faculty
Student evaluation of
faculty
Faculty self-evaluation
Faculty self-evaluation
Faculty self-evaluation
N/A
Evaluation of
technology delivery
system
Evaluation of
technology delivery
system
Absent
Absent
Automated student
accountability
Absent
Absent
Faculty Key
Performance
Indicators (KPIs)
Today’s online environment requires:
– Evidence-based benchmarks specific to the
online environment
Online social work education requires:
– A baseline for accreditation and reaffirmation of
hybrid and online programs
Questions for Today
• What factors (beyond the traditional) help determine
quality performance in online instruction?
• How can Walden University's KPIs and Lead Faculty
Model demonstrate successful evaluation and high
quality of teaching in the online environment?
Factors That Help Determine the Quality
of Online Instruction
•
•
•
•
•
•
•
•
Responsiveness & availability
Frequency & quality of presence
Facilitation of discussion
Prompt, quality feedback
Developing cooperation among students
Responding to diverse talents & styles
Management of administrative aspects
Setting high expectations
References:
Boling, E.C., Hough, M., Krinsky, H., Saleem, H., Stevens, M. (2012). Cutting the distance in distance education:
Perspectives on what promotes positive, online learning experiences, The Internet and Higher Education,15(2), March 2012,
118-126.
Crawford-Ferre, H.G. and West, L.R. (2012). Effective online instruction in higher education, The Quarterly Review of
Distance Education, 13 (1), 2012,11-14.
Operationalizing Walden’s Model
• KPI data goes to the Program Director weekly
• In cases where KPIs are not met, data goes to
the individual professor and Lead Faculty for
immediate action
• Lead Faculty serve as:
– Subject matter experts (SME)
– First line problem solvers
– Evaluators
– Coaches/Cheerleaders
Walden University’s
Key Performance Indicators
(KPIs)
Walden’s Key Performance Indicators (KPIs)
• Log into class 4 out of 7 days
• Participate in discussion posts 4 out of 7 days
• Respond to at least 2/3 of student posts to each
discussion question
• Timely grade submissions with specific,
substantial feedback
• Assignments and grades for discussion questions returned within 7 calendar days
from the due date on the course calendar
Additional Walden KPIs
• Personalize the classroom
– Upload picture, CV, and brief narrative
• Review explicit class expectations
• Provide substantial feedback to promote/enhance students’
critical thinking
• Respond to students’ questions on the Class Café and
Contact the Instructor tabs within 48 hours
• Use Announcements to update students, provide relevant
external links/resources, and promote a sense of presence
• Create and maintain a respectful and safe environment in
the classroom
Interpreting, Embracing, and Applying Walden’s
Model of Excellence in Distance Education
_
_
The Trajectory
and Experiences
of Three Core
Faculty Professors
_
_ ___ _______ __________
Three Stories
Debbie’s Story
Pablo’s Story
Sally’s Story
Questions?
Additional indicators relevant to social work?
References
Allen, I. E. & Seaman, J. (2012). Changing course: Ten years of tracking online
education in the United States. United States: The Sloan Consortium.
Allen, I. E. & Seaman, J. (2012). Conflicted: Faculty and online education. United
States: The Sloan Consortium.
Allen, I. E. & Seaman, J. (2014). Grade level: Tracking online education in the
United States. United States: The Sloan Consortium.
Boling, E.C., Hough, M., Krinsky, H., Saleem, H., Stevens, M. (2012). Cutting the
distance in distance education: Perspectives on what promotes positive,
online learning experiences, The Internet and Higher Education, 15(2),
March 2012, 118-126.
Council on Social Work Education (CSWE) (2012/2013). Annual report. Retrieved
24 October, 2014 from www.cswe.org/File.aspx?id=68989
Crawford-Ferre, H.G. and West, L.R. (2012). Effective online instruction in higher
education, The Quarterly Review of Distance Education, 13 (1), 2012,11-14.
References
Cummings, S.M., Chaffin, K.M., Cockerham, C. (2015). Comparative analysis of an
online and a traditional MSW program: Educational outcomes, Journal of
Social Work Education, 51:109-120.
Flynn, M. Maiden, P. R. , Smith W., Wiley, J. & Wood. G. (2013). Launching the
virtual academic center: Issues and challenges in innovation. Journal of
Teaching in Social Work, 33, 331–338.
Lackey, K. (2011). Faculty development: An analysis of current and effective
training strategies for preparing faculty to teach online, Online Journal of
Distance Learning Administration, 14(4). Retrieved from
http://westga.edu/distance/ojdla/wnter144/lackey144.html
Shelton, Kaye. (2011). A review of paradigms for evaluating the quality of online
education programs. Online Journal of Distance Learning Administration,
IV(I), Retrieved from
http://www.westga.edu/~distance/ojdla/spring141/shelton141.html
Thyer, B. A. and Polk, G. (1997). Distance learning in social work education: A
preliminary evaluation, Journal of Social Work Education, 33(2), 363-368.