Online Course Best Practices as Precision Teaching: Case Study of Quality Systems Courses

Abstract

Best practices for online courses are explored as precision teaching (PT) within the context of a case study analysis. The case study focuses on courses taught, 100 per cent online, as part of Quality Systems (QS) at Bowling Green State University (BGSU). PT literature establishes main attributes desired as the basis for best practices. The curricula of these QS courses are explored, with the “mechanics” and infrastructure analyzed to establish their functioning and best practices as main performance attributes, consistent with PT best practices. Attributes identified separately in PT and QS courses are aligned to demonstrate and make the case for best practices in online courses in general. Attributes presented as both PT and QS are explored relationally to demonstrate value-adding potentials as online best practices. Convergence of PT and QS findings are presented as a basis for consideration as broader best practices in online delivery strategies and methodologies.