UWF became a Quality Matters Institution in 2010. At that time, there was a concern among administrators that online courses were not meeting the same standards of quality as face-to-face courses. In the early years, the QM team at UWF was focused on implementation--training reviewers and educating faculty on the benefits of a QM review. After a very successful implementation period, where we have had 80 courses successfully reviewed, we are now moving into a new phase focused on data analysis of results.
In the wake of COVID-19, this mid-sized community college built capacity across campus constituencies in which many faculty had never operated outside their technical classroom where we moved instruction and operations fully online. We will share our professional development mobilization plan in which we built the capacity of remote instruction and learning by training more than 300 faculty, staff, student instructors, and tutors through emergency training in one week with follow-on training and support throughout the pandemic.
This session was presented by Dr David Shulman, Campus President, and Dr Yaping Gao, District Director of Instructional Design, from Broward College Online.
This presentation describes the organization, policy development, strategic initiatives, implementation, and assessment associated with establishing online learning at an urban, Land-grant, historically black university. We will showcase how a partnership with QM provided structure and a best practices model. The case will describe a four year strategic approach whereby online learning grew in a measured fashion through a collaborative approach among faculty, administrators and external partners. We will reflect upon challenges, successes, and sustainability.
How does QM align fractured processes into a cohesive QA program? Join a QA administrator, instructional designer, and online faculty member on the path from an unregulated Wild West online environment to a Modern era of structured course design and a review process that fully integrate QM standards. Review your own program, place it on the QM Continuum, and learn from other participants about their struggles and successes. This session will get you on the road of where you want to be with tips and tricks on how to arrive at your desired destination.
Before entering the career in online learning - in higher education, K-12, or CPE, graduate and professional students can build a deeper understanding and formal credential from QM through QM for Student program, as a head start.
Ever have the same Standards keep showing up as "Not Met" across multiple reviews? Join this presentation to discuss how those tricky standards can be addressed. This session will cover how results from the QM Peer Review process can be used to tackle those difficult standards and ensure quality of new course development. This study examined two sets of data regarding the quality of new online course design: Peer Reviewer and student perspectives. Results show some Standards are not met from both perspectives.
Hello? How are you? What do you need? How can we help? Anyone there? Do you feel like you are shouting into the abyss of the Internet and hoping your secondary students respond? This session will dive into unique ways educators can connect with virtual middle and high school learners. Tips for providing mental health supports, strategies for team building in live sessions and interventions for poor attendance will be discussed.
Are you a course developer who can't find time to prepare your course so that it's ready to sail smoothly through a Quality Matters course review? Or maybe you're the "captain" of faculty training at your institution, and you want to chart a course that will allow faculty to dedicate time to revisions and review of a course through the lens of the QM Rubric. Join us to learn about barriers course developers may be facing and find out how WKU solved their dilemma with a low-stress and interactive workshop series.
Hey, we want to put a course online…next term…the instructor has never taught online before…okay bye! Sound familiar? We are a small school at a large university and are creating a policy for online course development, so we meet QM standards, and increase quality assurance and faculty success.
Do you have faculty going in a multitude of directions with their online courses? Learn about our initial attempt to guide instructors with a nine-week online faculty development program to help them to transform their face-to-face courses into an online format that follows selected QM Standards. Review literature about evaluating the effectiveness of faculty development programs. Join in a discussion about introducing QM through faculty development and about methods to measure initial program impact.
Do you have faculty going in a multitude of directions with their online courses? Learn about our initial attempt to guide instructors with a nine-week online faculty development program to help them to transform their face-to-face courses into an online format that follows selected QM Standards. Review literature about evaluating the effectiveness of faculty development programs. Join in a discussion about introducing QM through faculty development and about methods to measure initial program impact.
Drowning in faculty support requests? In the wake of a pandemic, many industries including education have been forced to rethink operational models. Much like a hybrid course model, instructional support services CAN be effectively delivered through a thoughtful blend of in-person & online elements.
Is the development of in-house QM training worth the trouble? Learn how California Baptist University Online evaluated the effectiveness of its in-house QM training program. Participants will leave with a framework for creating and evaluating an in-house QM training program.
Are high-impact practices really high impact? Ask the undergraduate student presenting her team's research! Session provides materials to embed undergraduate research in online courses and results of research on online learning during the pandemic.
Are you looking to document impact and outcomes? Do you want to design an assessment model around the ROI of professional development and the use of QM design standards? Well, step right up, no lions, no tigers, no bears; just facts, models and approaches to getting you on your way to modelling your efforts and measuring success. This round-table discussion will unfold a successful model and engage others to share ideas on how to implement an approach on their own campuses.
The presenters - Denise Kreiger, instructional designer/technology specialist, and Dr, Mary Chayko, teaching professor and director of undergraduate interdisciplinary studies at the School of Communication and Information at Rutgers University - collaborated to design/develop a new hybrid course, “Digital Technology and Disruptive Change." They will discuss the course design process that focuses on course alignment (QM standards 2-6) and a hybrid model that can be used for broader applications in diverse disciplines. Students engage in collaborative activities and peer-review using tec
This round-table discussion will address commonly asked questions about research related to Quality Matters. Including information about the QM Research Toolkit, this session may be just what you need to find, use, or begin research that can inform decisions about your QM implementation.
