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!
Ever since the concept of course design emerged as part of a course's creation, faculty's perceptions of design have ranged from adapting to extra work added to teaching, to feeling somewhat robbed of academic freedom, to experiencing frustration at lacking ownership of their classes.
This session discusses ways in which faculty's buy-in can be obtained through an honest discussion of what models of design they need to pursue in collaboration with instructional designers while taking ownership of the courses they teach.
Make QM certification achievable by creating an effective Quality Matters-based course template. A simple template can be adapted to any course and can include elements that help set the stage for a successful development. With a template, you're already halfway there--why not go for certification!
How many times have students asked you a question when the information was right in the syllabus? This session explores the purpose of a syllabus and provides insight on how to integrate a syllabus in your LMS using the principle of alignment and the QM Rubric.
Support for faculty is everything! This session will provide an overview of the collaborative online course development process offered at a comprehensive Midwestern university. The instructional development team will outline their online course award stipend-based process, pre-development instructor preparation with qualified Quality Matters facilitators, course development, implementation, and ongoing evaluation and support. This session will include an active dialogue with session participants; discussion will be encouraged throughout the presentation.
Collaborate with fellow faculty developers and share a bit of humor with the team that created and implemented a variety of “bite-sized” blended learning strategies to support faculty development and enhance engagement in both face to face and online faculty at a private Midwestern university.
Educational institutions are under increasing pressure to ensure consistency and quality to increase engagement, student knowledge and retention. It is vital for online courses to promote rigor, engagement, retention and academic standards for success. This is the reason our school has adopted the QM Rubric for our development process of online courses. Another measure for quality is to send our instructors through the APPQMR course. We will share our process and the results of surveys of faculty after taking the APPQMR course.
The presenter will discuss how Colorado Mountain College has incorporated Quality Matters into the evaluation of CMC Online courses. We will discuss corporating the quality implementation plan and the measured results with the particpants. We will also brainstorm next steps.
Presence is a well-established construct individual instructors use to engage online students, but how do you create a culture of presence across an entire program? In this session we will share practical strategies to build and maintain an engaged, cohesive student experience from a program's start to finish.
