Lindenwood's OSI incorporates all Quality Matters standards for the development, evaluation, and improvement of online and blended courses.
The purpose of the OSI is to support the development of syllabi that are valuable to both students and instructors--a syllabus that simultaneously functions as a compass (that clarifies intended course outcomes), a map (that illuminates the pathway to intended course outcomes), and a blueprint (that supports efficient "building" of the course in Canvas).
The top 2 challenges identified by a national sample of online learners were "the quality of online instruction is excellent" and "assignments are clearly defined in the syllabus." (Ruffalo Noel Levitz, 2017)
The Inventory does not promote a one-size-fits-all course design or approach to course delivery. The OSI places responsibility on faculty to clarify outcomes and corresponding learning experiences, resources, and opportunities that support academic integrity and student success.
The OSI is a series of Yes, No, or Not Applicable questions that can be completed in 10 minutes or less
A unified conceptualization of teaching effectiveness uses multiple sources of evidence, such as student ratings, peer ratings, and self-evaluation, to provide an accurate and reliable base for formative and summative decisions. Multiple sources build on the strengths of all sources, while compensating for the weaknesses in any single source. This triangulation of sources is recommended in view of the complexity of measuring the act of teaching and the variety of direct and indirect sources and tools used to produce the evidence. (Berk, 2015)
A detailed inventory of the teaching practices used in a course allows a quantitative determination of the proportion of the teaching that is done using practices that research has shown result in improved student learning. (Wieman, 2015)
An institutional commitment to quality teaching...calls for leaders and staff to identify benchmarks, promote good practices and scale them up across departments. (Organisation for Economic Co-operation and Development, 2010)
There's been many studies that show that if you use active learning, interacting with your students in the classroom, performance improves on every single metric--on attendance, on engagement, and on learning. (Koller, 2012)