AN EVALUATION OF AN ONLINE MASTERS DEGREE FOR FOREIGN LANGUAGE EDUCATORS

Abstract

The purpose of this evaluation was to determine to what extent an M.A. in Foreign Language Teaching program at a large Midwest university is aligned with online learning standards of quality and to measure the degree of satisfaction of current and past students with their experience in the program. The evaluation followed a program-oriented evaluation approach with participatory components. Steps in which stakeholder participation was most helpful for this project were in the setting of evaluative questions and the design of data collection procedures and instruments. Data collection and analysis followed a mixed-method approach. Quantitative data was collected via student and alumni surveys, while qualitative data was collected through student, alumni, and faculty interviews and focus groups. Existing course content and design also constituted a form of data which was analyzed using the Open SUNY Course Quality Review Rubric (OSCQR). Quantitative data was analyzed using descriptive techniques to search for trends in the data as well as to identify those elements of the program are performing well and those who are not. Qualitative data was analyzed utilizing thematic analysis (Braun & Clarke, 2006). Overall, the outcomes of this evaluation are strongly and consistently positive in a large majority of the areas investigated. Specifically, the following are areas of strength for the program: its faculty team, the quality of instruction, and the impact on students’ professional career. Alongside these strengths, this program evaluation also identified a few areas where significant or pervasive issues are present: advising and onboarding, peer relationships, timeliness of feedback, accessibility, and faculty support. Based on the findings of the evaluation, the following recommendations are presented to the program’s stakeholders: revise onboarding procedures; further integrate group projects into the existing curriculum; implement a feedback commitment; conduct an accessibility review; and investigate avenues for ID support at the institution. Even though the program is already performing at an exemplary level, implementing these recommendations will address the gaps identified by this evaluation and strengthen the program’s position in the foreign language teaching field.