Online Learning Assessment

Dr. Errin Heyman · September 16, 2020

This course covers practice and theory for assessing learning in an online course. The course reviews course/instructional design practices that allow for optimal student learning and assessment opportunities, presents tools and strategies to promote student learning, and provides best practices for assessing demonstration of student learning in an online course.

This course will take you approximately 16 hours to complete. A learner who explores the material in more depth will take approximately 21 hours and a learner who skims the course content will take 8 hours.

Course Content

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Reflective Practice

About Instructor

Dr. Errin Heyman

Dr. Errin Heyman is the Director of Learning and Assessment at Inteleos (inteleos.org). She is also an Assessment Coach with NILOA. She has served as the Director of Assessment and Educational Effectiveness at the California Institute for Advanced Management; led the Initiative for Advancing Leadership for and Visibility in Student Learning Outcomes Assessment at the WASC Senior College and University Commission (WSCUC); and has also been an instructor in Park University’s Master in Education program, in addition to other consultant-based projects. Errin has served as the Dean of Educational Effectiveness at the University of St. Augustine for Health Sciences, and was the founder of the Center for Excellence in Learning, Teaching, and Assessment at West Coast University. She also spent multiple years at eCollege, a learning management system vendor, where she led the academic consulting and training team. Errin holds an Ed.D. in Higher Education Leadership, with a focus on Curriculum and Instruction.

1 Course

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Course Includes

  • 5 Modules
  • 21 Topics
  • 22 Quizzes
  • Course Certificate

Qaspir Foundation Research Survey for Faculty Preparedness to Facilitate Soft Skills©

A 17 question survey.

Please move through questions 1-16 quickly and mark your initial feeling about how you would rate yourself. A final question allows for free form response.

Not at all Likely Extremely Likely
Strongly DisagreeDisagreeNeutralAgreeStrongly Agree
I learned something valuable
I enjoyed the flow of the course
The instructors were engaging
The course material was easy to follow
The live meetings and activities were helpful

Your Details

‘First Generation’ - A formal definition of a first-generation college student is a student whose parent(s) did not complete a four-year college or university degree and who therefore has no immediate family role model for being a college student.
If each of the following were added as an outcome you were supposed to help your students achieve in each of the classes you teach, how well prepared do you feel you are right now to help students reach the indicated outcome?
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