This study explored how class size affects the quality of online language teaching and learning. The present study compared the experiences of instructors and students in two second semester Spanish language classes. There were 125 students enrolled in the large-scale class and 25 students enrolled in the small-scale class. Each class had one instructor and no teaching assistants. Two instruments were used to collect data, a Teacher Questionnaire and an anonymous Student Questionnaire.
Survey participants were asked to align the Quality Matters (QM) higher education rubric standards with the seven (7) principles for good practice in undergraduate education developed by Chickering and Gamson (1987). Participants reviewed the QM higher education rubric standards and categorized them into the seven (7) principles based on their perception and experience. The participants were faculty, instructional designers, online program coordinators, directors of centers for teaching and learning and other educational professionals.
ASU's Online Campus created, designed, and implemented a one-week online student orientation course last fall for a subset of its online population. The results -- increased student retention, decreased DEW rates higher grades in subsequent courses, and prepared students. Find out what we did, how we did it, and why we are expanding the orientation to all ASU Online students.
QM certification requires considerable faculty time and effort. To help faculty with the continuous improvement of their hybrid and online courses through the integration of QM concepts, the QM template is developed at a large, public, comprehensive, unionized university. The Canvas open-source QM template version 4 that supports the 6th edition of QM Rubric will be posted on Canvas Commons. The template consists of three modules: Start-Here, Example Module and Module 1.
Universal Design for Learning (UDL) approaches allow instructors to anticipate the needs of any learner. At our institution we have begun modeling design principles that follow UDL guidelines to foster flexible and inclusive learning environments. This presentation connects UDL approaches to QM™ Review Standards, demonstrates the concrete implementation at our institution, and provides participants with the opportunity to begin applying UDL to learning experiences within their organizations.
Based on the 2021 title Creating Transformative Online Communities in Higher Education, in this interactive presentation, we will a) describe the common features of transformative learning experiences; b) explain the importance of course design in supporting transformative learning; c) review practical ways to apply transformative principles and practices to the instructional design process.
Decisions, decisions! How do we make them with quality assurance in mind? Let's learn! This presentation will provide both examples of successful quality-driven operational decisions and the tools to make quality-driven decisions that lead to sustainable and measurable outcomes.
After this session, participants will be able to . . .
Universal Design for Learning provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone, not a single one size fits all solution, but rather flexible approaches that can be customized and adjusted for individual needs (The National Center on Universal Design for Learning, 2012). Session attendees will share processes for creating flexible classroom environments by incorporating the UDL Principles of Representation, Action and Expression, and Engagement. Activities will include the development of flexible grading
Videos have become a cornerstone of online courses, with stakeholders such as instructors, instructional designers, and students offering a range of perspectives on the elements that make them compelling. This study examined these diverse viewpoints, Aiming to uncover disparities and commonalities. Its primary focus is to pinpoint the best practices for creating and curating instructional videos, a crucial endeavor in the realm of online education.
Explore how integrating Universal Design for Learning (UDL) and Cognitive Load Theory (CLT) principles enhances the usability and effectiveness of online lectures, promoting inclusive and engaging learning experiences.
Sneak quality assurance into faculty development to help instructors design quality courses even before deciding to teach online. Ensure quality through consistent exposure to LMS templates and workshops infused with QM principles, while avoiding a prescriptive approach to course design.
Sneak quality assurance into faculty development to help instructors design quality courses even before deciding to teach online. Ensure quality through consistent exposure to LMS templates and workshops infused with QM principles, while avoiding a prescriptive approach to course design.
See how Blackhawk Technical College is aligning three of their campus star solutions to enhance course design and promote student engagement and success for online and blended courses. Their stars are: Blackboard Learning Management System, WIDS - Worldwide Instructional Design System, and the Quality Matters Rubric.
Student evaluation data is wonderful. It's but one measure of course quality. Discover how student behavioral data in the learning management system can provide clear and positive impact of QM review on online courses.
Faculty resistance to using the QM Rubric is often framed in the context of "Academic Freedom" however, the QM Rubric supports faculty choice and academic freedom. Join us for this interactive session that will give instructional designers techniques and tactics to overcome this common objection to using the QM Rubric.
There are many factors to consider when addressing resistance to quality assurance in online education. This session will identify some primary factors and strategies to consider when addressing quality assurance with faculty. In addition, the session will highlight personal experiences and how educational field-specific frameworks have assisted in addressing quality assurance resistance. We will also review what factors to consider when assisting faculty with course design, course reviews, and providing educational technology tool consultation.
In this session, we will discuss the roadblocks that we faced at a two-year college as we tried to adopt Quality Matters, and some of the solutions we implemented to overcome these roadblocks.
Quality Matters conducts multiple professional development workshops aimed at improving online course design. Workshop participants who also teach face-to-face often report that their workshop experiences have had a beneficial effect on their face-to-face teaching. This session will present preliminary results from a research project that investigated ways in which participation in a QM professional development program has had an impact on an instructor's teaching across different delivery formats.
Let's promote QM to the world! Let's chat about leveraging institutional professional development, QM professional development, conferences/meetings, and communication tools to grow excitement for implementing QM on your campus and beyond.
