Conference Presentations

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Online Course Quality Improvement: “Switching Roles Between

Course Developers and Instructors work together to create a course that best meets student needs, facilitates learning, and encourages communication.  Often, members of the team do not realize the full scope of each others role.  Switching roles affords a new appreciation for the contingencies and systems involved. This contributes to a better working relationship, as well as improves the quality of the course as a whole.

 

Five Learning Objectives:

Online Education Institutional Leaders

Two recent surveys, by the University of Rochester and by Quality Matters in partnership with Eduventures, have focused on the role of chief online officer, how that role is being defined at institutions across the U.S., and their perspectives on current institutional practices, priorities, and challenges. Among many responsibilities, these individuals are key to the response of their institutions to accreditation, regulation, and compliance issues.

Online language teaching and learning: Does class size make a difference?

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.

Online Quality Course Design vs. Quality Teaching: Aligning Quality Matters Standards to Principles of Good Teaching

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.

Online Student Orientation: The Impact on Grades, Retention, and Preparedness

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.

Open Source 6th Edition Quality Matters Template for Canvas

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.

Opening the Door to a More Inclusive and Equitable Learning Environment with UDL

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.

Openness to Otherness: Creating Transformative Online Communities

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.

Optimal Online Course Delivery and Instruction: Integrating Quality Matters and Universal Design

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

Outfoxing Dr. Fox

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.

Overcoming Faculty Resistance to QA for Online Learning

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.

Participation in QM Professional Development and Its Impact on Face-to-Face Teaching

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.