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.
How can you uphold and promote academic integrity while applying Standard 6.1 in support of Standard 3.1? Join faculty members and departmental leadership from four divisions to discuss the evolution and adoption of an institutional policy and system for a large community college.
How can we communicate the value of Quality Matters to our faculty partners in a compelling way? In this talk, we describe how we integrate authentic, relevant, and up-to-date research findings to convey the importance of Quality Matters to instructors across the University of Arizona.
In this interactive "Quality Talk" the presenters share a new initiative to increase quality assurance. The Fresh Start course was developed and employs Quality Matters standards to inform the online learning and enhance the learner experience.
Learning Management Systems (LMS) serve to accommodate the growing load of student enrollment in higher education programs: as a way to increase instructor and student connectivity, by providing a hub for learning resources, allowing a stream of data and analysis for systems learning, and increasing student engagement. Dependency on LMS for virtual delivery of learning content and use continues to increase (Allen and Seaman, 2016).
Learning Management Systems (LMS) serve to accommodate the growing load of student enrollment in higher education programs: as a way to increase instructor and student connectivity, by providing a hub for learning resources, allowing a stream of data and analysis for systems learning, and increasing student engagement. Dependency on LMS for virtual delivery of learning content and use continues to increase (Allen and Seaman, 2016).
Are you struggling with implementing a review plan that affects continuous course improvement? In two years, NMSU-A has had 80 percent of its courses QM approved. Through the use of a faculty team, the institution has provided training, technical support, and mentorship that has meshed QM standards, best practices in online delivery, and professional development. Presentation will include perspectives from an administrator, a tenured faculty member, and an adjunct instructor.
When in doubt, check if your actions are aligned with your purpose.
With the exponential growth of online programs, there is an added challenge of balancing reach with quality, at scale. Managing quality, at scale, compels a combination of “micro” (classroom) and “macro” (curricular) level efforts, that are grounded in institutional values, professional standards, and universal design for learning principles. Social work concepts can inform instructional design strategies; facilitating movement beyond traditional objectivist and behaviorist orientations.
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.
Are you considering implementation of QM? Is your leadership or faculty questioning the significance of QM? In three years New Mexico State University Alamogordo has gone from having no courses designed around the QM Standards to 100% of its courses designed around the QM Standards. Hear what the impact of QM has been for online students, for face-to-face students, and for the institution as a whole. The team responsible for the success will share the distance education picture before QM and the picture now that QM is fully implemented. Quantitative and qualita
This session shares the results of a mixed-methods research study on the impact of Quality Matters professional development workshops on facuty's pedgogical practices in online, face-to-face, and hybrid modalities.
Come hear our preliminary data and take away ideas for developing your own institutional specific research on the implementation and effectiveness of the QM Standards in higher education courses.
In this presentation, we will demonstrate how to enrich the experience in online courses using collaborative learning objects. This includes promoting active learning via learner interaction, and using materials that allow multiple means of access.
The Information Literacy Project is a collaborative effort between librarians and instructional designers to increase undergraduate students' ability to retrieve, evaluate, and use information with proficiency. The project is comprised of six, self-paced online learning modules that are used to supplement learning experiences in online, blended, and on-ground courses. This session will showcase the project, describe the design process, highlight challenges and solutions in addressing QM, and explain significant changes that were made to improve the design.
New course projects require a great deal of skill to manage adeptly and efficiently. For many design teams, instructional designers serve as project managers with responsibility for completing the course and for managing a cross-functional team.
The perception of Quality Matters at an institution can be instrumental in how quickly it is adapted. This presentation discusses how one institution integrated Quality Matters into all aspects of faculty mentoring, course design, and professional programming. During this presentation, we will discuss our mentoring philosophy, an Online Course Design Matrix that links course goals and objectives directly to assessment, and the integration of Quality Matters into our professional programming.
For many academic institutions, online learning has become an increasingly integral component of their educational enterprises (Garrett et al., 2022). However, a fundamental question underpins each of these initiatives. How can institutions efficiently and intentionally evaluate the efficacy of their online learning operations and chart a course forward that would maximize the success of their learners? Critical to the conversations addressing this question is the involvement of instructional designers, e-learning administrators, and other institutional online learning professionals.
More frequently, universities are training their faculty to teach online. As the number of quality assurance trainings increase, the need to evaluate its usefulness also increases. One way to assess quality assurance training is to examine faculty perceptions. In this session we will be discussing the results of a qualitative study that looked at these perceptions. It was found in this qualitative study that 96% of those who responded found their training helpful.
Taking online courses is no longer a novelty—it has become the norm for many university students to take their courses online and sometimes a whole degree can be completed online. With the rise of online courses comes a few big questions—Are faculty prepared to teach online and once they get quality assurance (QA) training, how does it affect their teaching? What are their perceptions about the training they received? This qualitative project focused on these questions.
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