ELRC 7502 Principles in Distance Education

Module 7: Evaluation Report

In the past few weeks, we have examined the key areas in distance/online education, including (1) the prominent pedagogical frameworks/models, (2) the technological platforms, programs, and tools for online education and digital learning, (3) the specific methodologies for quality online education, specifically the three widely used frameworks, Quality Matters, National Standards for Quality, and Community of Inquiry  Survey Instrument. In Weeks 5 and 6, we took a short course or a series of short courses (to get a certificate/badge).

In this last week of the course, we wrote a report on the online certificate course we took, including (1) a description of the program, (2) an evaluation of the program, and (3) our learning experience of the course.

(1) Description of the online program: The description of the program is comprehensive, detailed, structured, and clear, with screenshots and links for readers' further exploration.

(2) Description & rationale of the chosen evaluation framework: The chosen framework (or frameworks) used to guide the analysis and evaluation of the program, and the course/unit you have taken, is well-justified.

(3) Analysis, Evaluation & Justification: Recommendations for further improving the online program and the course/unit of your learning are comprehensive, insightful, and cohesive, directly relating to the analysis.

(4) Summary: The report concludes with a summary that includes: (1) A clear and concise overview of (a) the program, (b) your learning experience within a course/unit, (c) the evaluation framework(s), (d) analysis and evaluation, (e) recommendations, and (2) Insightful takeaways for readers.

Evaluation Report: NFHS Sportsmanship Course – Elliot Ellison-Banks

Introduction

The increasing reliance on online learning platforms in K–12, College, and Professional Development settings has generated a need for systematic evaluation of digital courses. The National Federation of State High School Associations Learning Center (NFHS) offers a variety of certification programs aimed at promoting the best practices in both athletics and education. The program I chose, the Sportsmanship course, is designed to teach learner-athletes, coaches, and educators the importance of ethical behavior and respect in sports. This report evaluates the NFHS Sportsmanship course using three frameworks: the Quality Matters (QM) framework, the Community of Inquiry (CoI) framework, and the National Standards for Quality Online Learning (NSQ). This report examines course design, learner experience, and program effectiveness, while also offering recommendations for improvement.

Description of the Online Program

The NFHS Learning Center is a web-based platform that delivers self-paced online courses for people involved in interscholastic athletics. The Sportsmanship course is designed to provide learners with a foundational understanding of appropriate conduct in sports settings. The course is organized into sequential modules that include clearly defined learning objectives, instructional videos, narrated content, and scenario based learning activities. These modules are designed to guide learners through key concepts such as respect for opponents, officials, and teammates, as well as the broader role of sportsmanship in educational athletics.

Throughout the course, learners engage with embedded knowledge checks and quizzes that reinforce understanding of the material. The course ends with a final assessment, which learners must pass in order to receive certification. The platform tracks user progress and allows learners to complete the course at their own pace, making it accessible and flexible for a wide range of users. Overall, the program is designed to be practical, concise, and user-friendly, ensuring that learners can easily navigate the content while gaining crucial content knowledge.

Evaluation Frameworks and Rationale

This evaluation is guided by three complementary frameworks: the Quality Matters (QM) framework, the Community of Inquiry (CoI) framework, and the National Standards for Quality Online Learning (NSQ). Each framework provides a unique perspective on the effectiveness of online learning environments.

The Quality Matters framework is widely used to assess the design quality of online courses. It emphasizes alignment between learning objectives, instructional materials, learning activities, and assessments. This framework is particularly appropriate for evaluating the NFHS Sportsmanship course because it is a self-paced module where clear structure and alignment are essential for learner success.

The Community of Inquiry framework, developed by Garrison, Anderson, and Archer, focuses on the learner experience within online environments. It examines three key elements: teaching presence, social presence, and cognitive presence. This framework is useful for evaluating how effectively the course engages learners and supports meaningful learning.

The National Standards for Quality Online Learning, developed by the Virtual Learning Leadership Alliance and its partners, provide a comprehensive evaluation of online education at the course, teaching, and program levels. This framework is relevant because the NFHS Learning Center is widely used across schools and districts, making it important to consider not only course design but also broader program quality and accessibility.

Together, these frameworks offer a well-rounded approach to evaluating the NFHS Sportsmanship course by addressing design, experience, and system-level effectiveness.

Analysis and Evaluation

The NFHS Sportsmanship course demonstrates several strengths when evaluated through these frameworks.

From a Quality Matters perspective, the course exhibits strong alignment between learning objectives, instructional materials, and assessments. The objectives are clearly stated at the beginning of each module, and the content is directly connected to these goals. The use of scenario-based assessments further reinforces this alignment by requiring learners to apply their knowledge to realistic situations. Additionally, the course is logically organized, with a clear progression of topics that supports learner understanding.

From the perspective of the Community of Inquiry framework, the course effectively promotes cognitive presence. Learners are encouraged to engage in reflection and decision making through real life scenarios, which require them to evaluate appropriate and inappropriate behaviors in sports settings. This type of engagement supports deeper understanding and helps learners connect the material to their own experiences.

The course also demonstrates strengths in accessibility and usability, aligning with the National Standards for Quality Online Learning. Its self-paced format allows learners to complete the course at their own convenience, and the content is divided into manageable segments that prevent cognitive overload. The platform is user friendly and accessible across devices, making it suitable for a diverse range of learners.

Despite these strengths, the course also has some limitations. One of the biggest weaknesses is the lack of social presence. The course is entirely individual, with no opportunities for interaction, discussion, or collaboration amongst learners. This absence of social engagement limits the potential for shared learning experiences and reduces opportunities for learners to develop a deeper understanding through dialogue.

This course also relies heavily on passive instructional methods, such as video presentations and multiple choice quizzes. While these methods are effective for delivering information, they provide limited opportunities for active learning. The lack of interactive elements, such as simulations or open-ended responses, may reduce learner engagement and retention.

Another limitation is the lack of differentiation within the course. All learners experience the same content and assessments, regardless of their prior knowledge or role. This one-size-fits-all approach does not fully address the diverse needs of learners and may limit the effectiveness of the course for certain audiences.

Recommendations for Improvement

Based on this analysis, several recommendations can be made to enhance the NFHS Sportsmanship course. First, the course could benefit from increased interactivity. Incorporating branching scenarios, interactive simulations, or reflective writing prompts would encourage learners to engage more actively with the material and promote deeper learning. It’s easy to just click next on video after video and not be locked in.

Second, efforts should be made to enhance the social presence. While the course itself is self-paced, integrating it with a learning management system such as Moodle could allow for discussion boards or group activities. These additions would provide opportunities for learners to share perspectives and learn from one another.

Third, the course could be improved by incorporating more engaging multimedia elements. For example, interactive video tools such as Edpuzzle could be used to embed questions and prompts within videos, increasing learner engagement.

Finally, the course should consider incorporating differentiated learning pathways. Providing options tailored to different roles or levels of experience would allow learners to engage with content that is more relevant to their needs. This could include advanced modules for experienced participants or additional support for those who require it.

Summary and Conclusion

The NFHS Sportsmanship course is a well designed online program that effectively communicates the importance of ethical behavior in athletics. It provides clear objectives, structured content, and practical applications through scenario based learning. From a personal perspective, the course was accessible, relevant, and easy to navigate, making it a valuable learning experience.

Using the Quality Matters, Community of Inquiry, and National Standards for Quality Online Learning frameworks, this evaluation concludes that the course demonstrates strong design quality, effective cognitive engagement, and high levels of accessibility. However, it also found areas for improvement, particularly in terms of social interaction, interactivity, and differentiation.

Overall, this evaluation highlights the importance of balancing strong instructional design with engaging and interactive learning experiences. While the NFHS Sportsmanship course serves as an effective foundation, incorporating more dynamic and collaborative elements would further enhance its impact. These insights highlight the value of using multiple evaluation frameworks to gain a comprehensive understanding of online learning programs and to guide continuous improvement.