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Reflecting on Online Course Evaluations: Five Must-Do's for Faculty and Students

Gina Cicco*

Associate Professor, Department of Counselor Education, School of Education, St. John's University, NewYork, USA.

Periodicity:June - August'2016
DOI : https://doi.org/10.26634/jsch.12.1.8078

Abstract

This article will review the experiences of a graduate counselor educator in teaching and evaluating her online courses. The author will summarize her most effective instructional and assessment mechanisms, based on student performance through achievement of course objectives as well as students' feedback and comments on specific online counseling courses and methods. The article will then provide five guidelines or must-do's that have demonstrated success for faculty members and students in fully online courses at the graduate education level. These five must-do's emerged from a thorough and comprehensive review of ten online graduate counseling courses taught at a metropolitan university in New York City within the past three years. The data collected is currently being analyzed and synthesized into a research report. The five recommendations proposed by the primary instructor include Presence, Interaction, Clarity, Consistency, and Availability, which create the acronym, “PICCA”, to summarize a proactive and creative approach to teaching and learning in online courses (Cicco, 2013; Cicco, 2015). Underlying the faculty and student roles in a PICCAbased online course is the understanding that each individual has a responsibility to remain attentive and engaged throughout the duration of the course and should hold an authentic commitment to strive for an optimal learning experience. The article will also include suggestions on specific ways to adapt and implement PICCA in the virtual classroom.

Keywords

Counselor Educator, Course Evaluation, Graduate Education, Online Classroom, Online Counseling Courses, Online Instruction, Student and Faculty Roles, Virtual Classroom.

How to Cite this Article?

Cicco, G. (2016). Reflecting on Online Course Evaluations: Five Must-Do's For Faculty and Students. i-manager's Journal on School Educational Technology, 12(1), 1-7. https://doi.org/10.26634/jsch.12.1.8078

References

[1]. Cicco, G. (2013). “Online learning experiences of counselors-in-training: Implications for online course design, assessment, and research”. In INTED2013 Digital Library, INTED2013 Publications.

[2]. Gina Cicco (2014). “Learning-Style Assessment in Online Courses: A Prerequisite for Academic Success”. imanager's Journal of Educational Technology, Vol. 11, No. 2, Jul-Sep 2014, Print ISSN 0973-0559, E-ISSN 2230-7125, pp. 1-6.

[3]. Gina Cicco (2015). “Virtual Learning and Instructional Tools: Perfecting the Weekly Roadmap”. i-manager's Journal of Educational Technology, Vol. 12, No. 2, Jul-Sep 2015, Print ISSN: 0973-0559, E-ISSN: 2230-7125, pp.1-6.

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[13]. Yukselturk, E., and Yildirim, Z. (2008). “Investigation of interaction, online support, course structure and flexibility as the contributing factors to students' satisfaction in an online certificate program”. Journal of Educational Technology &Society, Vol. 11, No. 4, pp. 51-65.

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