First impressions matter. So how can you make a good one in your online class? As Dr. Steven Crawford from Maricopa Community College explains, video can help when used correctly. Check out his tips and best practices for creating an introduction video that will establish presence in the classroom and help you meet some key QM Standards.
While there are many different ideas on exactly how education will change in the future, there is near-unanimous agreement that change is coming. In fact, we already see it. So how can you prepare to meet the changes happening now and the ones that are coming? As QM’s Executive Director Dr. Deb Adair shares in her 2020 New Year’s message, bringing quality to the table is an important place to start.
For months — or perhaps years — you worked diligently to complete your research. As you wrap up and document your findings, it’s time for the next step — getting your research in front of intended audiences. In this article, we outline various publishing options that provide platforms for your research and walk you through the steps to get started on publishing your work.
Multimedia is an important component of online courses. It can facilitate online presence and enhance student engagement. But only if it’s done right. Maricopa Community College’s Dr. Steven Crawford dives into the different types of multimedia you can use and shares research-supported best practices to help you maximize the use of multimedia in your online course.
The journey to quality in online learning is one of continuous improvement with many steps along the way. That is why Idaho State University (ISU) developed three separate pathways to help its team meet their quality goals. Find out what the pathways are and the steps involved.
In the third and final installment of our white paper series on academic rigor, invited author Andria F. Schwegler, Associate Professor of Psychology at Texas A&M University – Central Texas explores how institutional processes and support impact the application of academic rigor by faculty. Plus, discover what faculty can do to support academic rigor and how their behaviors, expectations, and interactions with students affect student experiences and academic performance.
Achieving QM Certification for your course is not the end of the process — it’s just the beginning! Sharing the certification with key stakeholders, including students, is an important next step. As the QM Ohio Consortium shares, promoting QM-Certified courses helps differentiate your offerings in a crowded online environment and gets the word out to students about the quality learning experiences your institution provides.
In 2011, Texas A & M International University began its quality assurance journey. Now, the University leads institutions in Texas with 144 certified courses. Along the way, the University’s team learned some important lessons about the process — lessons the University’s Director of Instructional Technology & Distance Education is now sharing to help others move their own quality assurance journeys forward.
When Matthew Tyler — Instructional Designer and Technologist — wanted to expand his knowledge of current best practices in online course design, he turned to QM. Serving on K-12 Reviews helps him stay abreast of current developments in online learning, network with like-minded individuals and impact student achievement. Discover how being part of the K-12 review process can help meet your professional development needs too.
Our in-depth look at academic rigor continues in this second white paper from author Andria F. Schwegler. After establishing a comprehensive definition for academic rigor in her first paper, Andria advances the conversation in this second piece by examining the contexts needed to operationalize it — to put academic rigor into practice. Explore how elements such as course design, course delivery and the real world affect academic rigor, including how those elements support academic rigor and higher-level learning.
