Conference Presentations

Our team conducted a QM-funded research study exploring the effects of student readiness on student success in the online environment.  We executed quantitative research measures (Chi-Square test) aggregating sub-scores of the Smarter Measure Learning Readiness Indicator with final course grades while controlling for course and instructor quality using QM certification for both. 

New Mexico State University provides professional development for instructors who are new to online teaching. We will discuss how this program was used to transition a F2F course to a flipped format.

Here a MOOC, there a MOOC.  This session features a showcase of  MOOCs described by their varying approaches – mini-MOOCs, SPOCs, remedial MOOCs, gateway MOOCs, and hybrid MOOCs.  The panelists will introduce their own unique MOOCs and discuss their purpose and use, target audience, course information and delivery platform, design highlights, development models, results, challenges, and next steps.

In this session, we will show how we demonstrate to leadership that Quality Matters does matter. Implementation of QM provides institutions with a systematic approach to avoid negative ROI through compliance – reducing rework and poor learner experience. We will share the story we tell and the methods we use to support our requests for continued QM funding.

Our institution is a large, multi-campus college with 5-years experience implementing QM, many QM certified courses, and a template-based process for developing credit courses that meet QM standards. Now, we are facing the challenge of implementing some of the most recent trends in American distance education such as MOOCs and Competency-based Education. Can the QM Continuing and Professional Education (CPE) Rubric be used to guide the design and development of a non-credit MOOC developmental course?

In this session, we examine the application of Quality Matters as a framework for designing professional development for high school faculty and blended courses for high school students.  We explore pedagogy and practice and the importance of professional development for faculty who are transitioning a face-to-face course to a blended model.  We share results and testimonials from a year-long professional development program to assist faculty with:

Cal State Online is a new initiative that provides centralized support to deliver fully online programs for the California State University system.  This presentation will describe two different models for setting up Quality Assurance with two campuses. A customized model of the QM rubric was used to develop a course template using QM standards.  Presenters will share samples of how a course template can be provided for instructors that incorporates the rubric and can provide some level of consistent navigation across programs.

An online course is just a web page with information on a particular subject. NOT. An online course is a self-paced tutorial. NOT. Teaching online is the same as teaching in a face-2-face environment. NOT. We will share our keys to a successful Online Teaching Certification Course, including some conversations with instructors who are preparing to teach online, and tips from our seasoned instructors on their best practices for online teaching.

Educational institutions are under increasing pressure to ensure consistency and quality to increase engagement, student knowledge and retention. It is vital for online courses to promote rigor, engagement, retention and academic standards for success. This is the reason our school has adopted the QM Rubric for our development process of online courses. Another measure for quality is to send our instructors through the APPQMR course. We will share our process and the results of surveys of faculty after taking the APPQMR course.