In this session, we will discuss the outcome of a critical review of the literature on the effects of synchronous instructor presence on student learning, in the post-secondary online learning environment. Specifically, we were interested in empirical studies on courses with activities that included a structured instructional presence as an integral part of the course design, published from 2010 to 2022. Findings from this critical review highlight the current state of the existing literature, especially a lack of a clear description of the research methods and data analyses.
Implementing critical thinking to courses helps students become more efficient in their studying and develop skills, abilities, and values crucial to success in everyday life.
The instructor has a chance to foster deeper, more substantive thinking by engaging students in activities. This session will share the techniques implemented in my classes and free resources pages. Attendees can use the techniques and resources to design exciting new activities for their students.
The Online Campus at California State University East Bay has increasingly built a culture of quality assurance for effective online teaching and learning. This session will look at the data analysis in relation to its QM implementation and the positive student outcomes that are correlated with the use of QM.
Do you struggle with student engagement in your online synchronous classes? Do you wish your online class could use more active learning techniques, but you do not know where to start? During this session, simple, practical strategies will be shared that can be used to foster student engagement in synchronous online classes (and asynchronous too). The presenter has taught online large classes synchronously and asynchronously for more than a decade, and will share the class-tested strategies she uses to energize online classes.
Participants will examine the advantages of a mentee-mentor relationship and how the QM framework formed a bridge between a small and medium-sized institution. Participants will gain strategies for using QM to form successful inter-institutional partnerships that are mutually beneficial.
Oregon State’s Ecampus has been on a transformative journey toward quality in distance education for over 20 years. The QM Higher Education Rubric and the rollout of our QM initiative helped us cultivate a culture of quality, which has grown and which we continue to nurture.
Quality Matters certification ensures high standards for online courses. However, what if the institution is unable to financially afford certification for all online courses? This panel will share the story of how one college created an internal review process based on QM.
Quality Matters certification ensures high standards for online courses. However, what if the institution is unable to financially afford certification for all online courses? The panel shares the story of how one college created an internal review process based on QM.
This session will share ways in which the California State University system has developed a mature and robust QM-based-program for assessing and recognizing blended-online courses, as well as a repository of objectives-indexed exemplars for adoption by other faculty or for modeling by instructional support staff. Resulting resources will be shared with participants via open access. Discussion of how best to implement and accomplish these campus-system outcomes will be encouraged and facilitated and participants will certainly have much to offer.
In this presentation, we identify cultural aspects that affect course design, we discuss best design practices based on our experience relative to issues of gender, diversity, and inclusion, and we debate some of the pitfalls during the course design process that can arise due to cultural misconceptions.
In a continually shifting climate of higher education, academic drift is a common and often potentially insidious challenge. Without program faculty (or university administration) even noticing, the focus of activities, assessments, and even courses applied to an academic degree program can gradually shift away from the intended outcomes.
In a continually shifting climate of higher education, academic drift is a common and often potentially insidious challenge. Without program faculty (or university administration) even noticing, the focus of activities, assessments, and even courses applied to an academic degree program can gradually shift away from the intended outcomes.
Participants will learn about our institution's Affordability Counts program and how it has impacted course material cost in our courses. Let’s discuss how to design your course with both cost and quality in mind, and the resources at your disposal.
This presentation highlights the role of LMS templates in promoting student success by focusing on research-backed benefits. We will share data from a survey of 306 respondents, showing how templates can enhance student engagement, self-efficacy, and motivation. Additionally, we will explore how templates impact faculty, making online teaching more efficient. The survey data also reveals insights into institutional practices around templates, quality standards, and the flexibility to modify templates
Are you drowning in institutional or LMS data? Have you considered collecting feedback from students or faculty but aren't sure where to start? In this session we'll discuss how to collect, analyze and use data for continuous improvement.
Are you drowning in institutional or LMS data? Have you considered collecting feedback from students or faculty but aren't sure where to start? In this session we'll discuss how to collect, analyze and use data for continuous improvement.
In 2019, Quality Matters published the Academic Rigor white paper series that provided an observable definition of rigor, distinguishing teachers’ and learners’ responsibilities, disentangling academic rigor from the curriculum and from student learning, and leveraging objective evidence to document rigor so it can be improved upon.
Our way to ensure measurable and meaningful student learning outcomes across a higher education program is for the faculty to work together. We utilize backward design in a collaborative process that ensures all program outcomes are addressed.
The Competency-Based Education Network (C-BEN) gathered leading CBE program designers and experts in accreditation and quality assessment to create the Quality Standards for Competency-Based Programs. Join some of these experts to learn about the Standards and how to apply them in a CBE program.
