Oregon State’s Ecampus has been on a transformative journey toward quality in distance education for over 20 years. The QM Higher Education Rubric and the rollout of our QM initiative helped us cultivate a culture of quality, which has grown and which we continue to nurture.
Quality Matters certification ensures high standards for online courses. However, what if the institution is unable to financially afford certification for all online courses? This panel will share the story of how one college created an internal review process based on QM.
Quality Matters certification ensures high standards for online courses. However, what if the institution is unable to financially afford certification for all online courses? The panel shares the story of how one college created an internal review process based on QM.
This session will share ways in which the California State University system has developed a mature and robust QM-based-program for assessing and recognizing blended-online courses, as well as a repository of objectives-indexed exemplars for adoption by other faculty or for modeling by instructional support staff. Resulting resources will be shared with participants via open access. Discussion of how best to implement and accomplish these campus-system outcomes will be encouraged and facilitated and participants will certainly have much to offer.
In this presentation, we identify cultural aspects that affect course design, we discuss best design practices based on our experience relative to issues of gender, diversity, and inclusion, and we debate some of the pitfalls during the course design process that can arise due to cultural misconceptions.
In a continually shifting climate of higher education, academic drift is a common and often potentially insidious challenge. Without program faculty (or university administration) even noticing, the focus of activities, assessments, and even courses applied to an academic degree program can gradually shift away from the intended outcomes.
In a continually shifting climate of higher education, academic drift is a common and often potentially insidious challenge. Without program faculty (or university administration) even noticing, the focus of activities, assessments, and even courses applied to an academic degree program can gradually shift away from the intended outcomes.
Participants will learn about our institution's Affordability Counts program and how it has impacted course material cost in our courses. Let’s discuss how to design your course with both cost and quality in mind, and the resources at your disposal.
Co-presenter: Maikel Alendy
This presentation highlights the role of LMS templates in promoting student success by focusing on research-backed benefits. We will share data from a survey of 306 respondents, showing how templates can enhance student engagement, self-efficacy, and motivation. Additionally, we will explore how templates impact faculty, making online teaching more efficient. The survey data also reveals insights into institutional practices around templates, quality standards, and the flexibility to modify templates
Are you drowning in institutional or LMS data? Have you considered collecting feedback from students or faculty but aren't sure where to start? In this session we'll discuss how to collect, analyze and use data for continuous improvement.
Are you drowning in institutional or LMS data? Have you considered collecting feedback from students or faculty but aren't sure where to start? In this session we'll discuss how to collect, analyze and use data for continuous improvement.
This session will demonstrate best practices in using Discussion Boards to promote active student learning in distance learning environments.
In 2019, Quality Matters published the Academic Rigor white paper series that provided an observable definition of rigor, distinguishing teachers’ and learners’ responsibilities, disentangling academic rigor from the curriculum and from student learning, and leveraging objective evidence to document rigor so it can be improved upon.
Our way to ensure measurable and meaningful student learning outcomes across a higher education program is for the faculty to work together. We utilize backward design in a collaborative process that ensures all program outcomes are addressed.
The Competency-Based Education Network (C-BEN) gathered leading CBE program designers and experts in accreditation and quality assessment to create the Quality Standards for Competency-Based Programs. Join some of these experts to learn about the Standards and how to apply them in a CBE program.
"Tech in 10" and a "Teach in 10" microlessons were implemented for faculty and staff to get 10 minute chunks on topics related how to learn, plan and solve issues that arise with telework, technology, teaching and especially teaching online.
Once a course is QM-Certified, QM is often asked: "what's next?" Delivering on the promise of the course design with Delivery Standards for QM-Certified Courses will help instructors assure quality through instruction. #QMConnectQMDelivery
With HED’s expectation that all online courses include “regular and substantive interaction,” one college designed delivery standards to ensure that presence in the classroom meets that requirement. See the delivery standards that are in place.
Gender Through Comics, a Super MOOC delivered in Spring 2013 by Ball State University, examined how comic books explore questions of gender identity, stereotypes and roles. This engaging learning experience was designed for college-age and lifelong learners with enrollment exceeding 7,000 participants.
The main objective of this presentation is to share and demonstrate how online instructors can design and transform exams in science courses from the paper-pencil format to online assessments. In Engineering as in many other math and science disciplines, most exams need to assess students' mastery of knowledge and skills with calculation as well as problem solving, so exams made of mostly multiple-choice questions are not effective to measure learning outcomes.
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