Rena M. Palloff and Keith Pratt, “Making the Transition: Helping Teachers to Teach Online”
This paper was presented at the EDUCAUSE 2000 conference in Nashville, TN (October 10-13, 2000).
This document was originally published back in 2004 by the Sloan Consortium. It covers the interaction of Social Presence, Cognitive Presence, and Teaching Presence. It also has an excellent overview of the relevant literature and bibliography.
The PDF is available here: Swan, Relationships Between Interactions and Learning In Online Environments.
In 2000, the Institute for Higher Education Policy (IHEP), with support from the National Education Association (NEA) and Blackboard, published the Quality on the Line report, which identifies quality benchmarks for success in Internet-based distance education.
A copy of the report is available here.
The 2007 survey of online education conducted by the Babson Research Survey Group is now available. The research was funded by a grant from the Alfred P. Sloan Foundation. The survey represents the responses of over 2,500 colleges and universities and addresses these key questions:
How Many Students are Learning Online?:
Where has the Growth In Online Learning Occurred?:
Why do Institutions Provide Online Offerings?:
What are the Prospects for Future Online Enrollment Growth?:
What are the Barriers to Widespread Adoption of Online Education?:
The full report is available here.
Or, here: online-nation
Shae, Peter J., Alexandrea M. PIckett, and William E. Pelz, “A Follow-Up Investigation of “Teaching Presence” In the SUNY Learning Network.” Journal of Asynchronous Learning Network, vol. 7, no. 2 (July 2003).
A PDF of the article is available here: v7n2_shea_1
The Southern Regional Education Board (SREB) has released their rubric for assessing online courses: Checklist for Evaluating Online Courses. The SREB is an educational technology cooperative in Atlanta, GA.
This description is from the introduction:
This checklist is based on the SREB report Standards for Quality Online Courses and is designed to assist states and schools in determining the quality and effectiveness of online courses. It is suggested that each course be rated on the extent to which it meets the criteria, with 3 indicating that a course does not meet the criteria and 1 indicating that it does. This evaluation is key to ensuring that online courses provide students with access to quality instruction and resources.
The Southern Regional Education Board has released its Standards for Quality Online Courses, which provides the structure of their online course rubric (available here). From the Introduction: “The SREB publication Standards for Quality Online Teaching outlines 11 standards states can use to guide academic preparation, content knowledge, online skills and delivery, and other elements of quality online teaching. As a companion report, this publication examines the essential components of quality online courses in the context of today’s learners and the increased emphasis on accountability. It also addresses the need for state-level policies regarding online course quality.”