The purpose of the present study is to understand faculty, student, and administrator perceptions of quality in distance education courses. Our research question was: What is the meaning of "quality" in an online course to administrators, faculty, and students? Qualitative data revealed the top 7 quality features and the discrepancies among the rankings of the 7 quality features among faculty, students, and administrators.
We will consider if the “special sauce” of a college experience lies in a sense of belonging or involvement in extra- and co-curricular activities. Are these adequately being extended to online students? Participants will consider how to create equitable opportunities in the online setting.
What is it like to use QM on Campus? What does QM adoption mean for faculty members? How does QM impact the administrators and staff responsible for online course support and creation? What effect do institutional factors (size, research status, private/public, faculty type, mission, etc.) have on how QM is adopted? What kind of roles do instructional designers, media developers, curriculum support specialists, and other staff play at QM institutions? Questions like these are raised on a regular basis by individuals contemplating the adoption of Quality Matters.
Having been denied access to the source files for an allegedly "open" Music Appreciation textbook, I will talk about the concept of openness in OERs, as well as the process of converting a PDF textbook into and open and accessible format.
Intended audience: Anyone interested in open educational resources and accessibility. The talk could be tailored to people of very high technical ability who are developing resources of their own.
What is the heart beat of QM on Campus? What does QM adoption mean for faculty, instructional designers, administrators and professional staff responsible for online course quality. What effect do institutional factors (size, research status, private/public, union/non-union/adjunct faculty, mission, tenure/promotion, etc.) have on how QM is adopted? The panel members will address commonly asked questions as well engage the audience participants to tell their muddiest stories on what it is like to adopt and use Quality Matters on Campus.
Professional development is a necessary activity for faculty devoted to the learning of their students. In this session you will learn about different strategies on how to encourage faculty to improve what they do while delivering an online course.
Professional development is a necessary activity for faculty devoted to the learning of their students. In this session you will learn about different strategies on how to encourage faculty to improve what they do while delivering an online course.
Professional development is a necessary activity for faculty devoted to the learning of their students. In this session you will learn about different strategies on how to encourage faculty to improve what they do while delivering an online course.
Chief Academic Officers have responsibility for the quality in their courses, programs and faculty involved in technology-enhanced education. What are the benchmarks that count and how do they know they are hitting them? What does a comprehensive approach to quality assurance look like from their vantage point? How do they know if they are offering students a quality learning experience? CAOs from institutions with significant commitments to quality in technology-enhanced education will offer their views on how they have navigated the quality question.
QM Research Colleagues will briefly overview the most recent findings from three research projects that inform the development and work of QM standards and services. Rigorous methodologies were used to identify themes and categories of quality online learning in three extensive reviews of (1) the independent research focused on higher education; (2) on K-12; and (3) on online instructor and teaching competencies. These studies are examples of QM's continual grounding in educational research which is translated into actionable steps of standards of quality online learning a
This session gives an overview of QM Research and puts all the pieces of the research puzzle together to provide a comprehensive understanding of what is known about QM Research.
It's hard to know what to do when we don't know what we don't know about implementing and maintaining Quality Matters at our institutions. Join three QM rookies for this discussion on implementation and sustainability of QM at their respective institutions. Katie Bridges, Holly Owens, and Cara Richard will share innovative ways to implement and maintain QM through best practices and life lessons.
As we enter the second decade of QM, it's time to pause and take a look at the findings revealed in studies focused on QM. QM's director of research and research colleagues will overview the findings of QM-focused research to date. Categories will include: student satisfaction, student learning outcomes, impact on instructors, and impact at departmental/organizational levels. Types of methodologies most frequently used and lessons learned from those studies will be discussed.
After our multi-campus university system adopted QM, our instructional designers/technologists realized that a full-day workshop is a hard sell for many faculty. We wanted ways to introduce QM’s rubric to people who might be turned off by the major commitment of completing APPQMR. We used theatrical vignettes to do it.
A STEM faculty learning community was created at North Carolina Central University to assess online science course offerings and instruction. Faculty completed the APPQMR course coupled with services from the Division of Extended Studies and implemented changes in their existing online courses. This presentation expands on the research published in the QM-focused 2017 edition of the American Journal of Distance Education on the impact of that training and application of Rubric Standards on the design and student outcomes for an Introductory Biology course over four terms.
University of the Rockies submitted 30 courses for formal review by Quality Matters in 2013. Our analysis of qualitative data reveals that peer recommendations provide a different perspective than the quantitative data. We will present results from our analysis and discuss the actions we are taking to continually improve courses, processes, and the curriculum as a whole.
Hypothesis / Research Questions: We believe active learning theory offers effective methods to further student learning and educational satisfaction. Our question we look to answer: Which active learning methods do students perceive to increase their learning and satisfaction? Purpose of Research: To determine student perceptions of active learning methods in the online modality, and to assess which active learning methods are preferred by students. We look to add to the wealth of knowledge concerning active learning with attention given to the online modality.
Hypothesis / Research Questions: We believe active learning theory offers effective methods to further student learning and educational satisfaction. Our question we look to answer: Which active learning methods do students perceive to increase their learning and satisfaction? Purpose of Research: To determine student perceptions of active learning methods in the online modality, and to assess which active learning methods are preferred by students. We look to add to the wealth of knowledge concerning active learning with attention given to the online modality.
The START HERE is only a beginning! It's important stuff, right? Make sure students understand the expectations before they begin the course. Want to know who has the best chance at succeeding in the course? Look at the scores of the syllabus quiz!
