Conference Presentations

Data is key for making decisions about learning effectiveness. Good surveys are key tools in producing such data. Come find out about a vast curated list of surveys and how they might help you collect the data you need!

In this session the presenters  will discuss various online learning tools that have been used to bring a very traditional course (Early British Literature) into the online era, and by using the QM Rubric as a blueprint for the online course, we were able to make substantial improvements to the seated/blended versions of this course as well.

In this presentation we will look at actual examples of how this weighty topic was approached in the online format, including entertaining mini lectures, online resources, and group discussion forums.     

With a higher expectation of quality in online courses, our department has found great success in implementing a standard prototype phase into the course development process. This allows developers to conceptualize and build a small portion of the course and conduct a review using the QM Rubric to catch potential quality issues/concerns before continuing development of the course. This session explores the prototype development, prototype review its impact on the quality of our online courses.

In October 2017, Athens State University embarked on an effort to increase adoption of QM throughout our campus.  While doing so, one rule was required - QM adoption had to be voluntary, not required.  With that, the university set off in an attempt to change the campus culture and view of quality online courses.  Since that time, we have had over 30+ classes QM certified by multiple unique faculty members with many more waiting in line to go through the process.

This session will share efforts to scale up PD opportunities for faculty at the system and campus level during COVID. Results gathered from a 29-item COVID faculty survey will be shared along with campus qualitative student feedback results.

UWF became a Quality Matters Institution in 2010. At that time, there was a concern among administrators that online courses were not meeting the same standards of quality as face-to-face courses.  In the early years, the QM team at UWF was focused on implementation--training reviewers and educating faculty on the benefits of a QM review.  After a very successful implementation period, where we have had 80 courses successfully reviewed, we are now moving into a new phase focused on data analysis of results.

In the wake of COVID-19, this mid-sized community college built capacity across campus constituencies in which many faculty had never operated outside their technical classroom where we moved instruction and operations fully online. We will share our professional development mobilization plan in which we built the capacity of remote instruction and learning by training more than 300 faculty, staff, student instructors, and tutors through emergency training in one week with follow-on training and support throughout the pandemic.

This session was presented by Dr David Shulman, Campus President, and Dr Yaping Gao, District Director of Instructional Design, from Broward College Online.

This presentation describes the organization, policy development, strategic initiatives, implementation, and assessment associated with establishing online learning at an urban, Land-grant, historically black university. We will showcase how a partnership with QM provided structure and a best practices model. The case will describe a four year strategic approach whereby online learning grew in a measured fashion through a collaborative approach among faculty, administrators and external partners. We will reflect upon challenges, successes, and sustainability.

How does QM align fractured processes into a cohesive QA program? Join a QA administrator, instructional designer, and online faculty member on the path from an unregulated Wild West online environment to a Modern era of structured course design and a review process that fully integrate QM standards. Review your own program, place it on the QM Continuum, and learn from other participants about their struggles and successes. This session will get you on the road of where you want to be with tips and tricks on how to arrive at your desired destination.

Before entering the career in online learning - in higher education, K-12, or CPE, graduate and professional students can build a deeper understanding and formal credential from QM through QM for Student program, as a head start.

Ever have the same Standards keep showing up as "Not Met" across multiple reviews? Join this presentation to discuss how those tricky standards can be addressed. This session will cover how results from the QM Peer Review process can be used to tackle those difficult standards and ensure quality of new course development. This study examined two sets of data regarding the quality of new online course design: Peer Reviewer and student perspectives. Results show some Standards are not met from both perspectives.

Hello? How are you? What do you need? How can we help? Anyone there? Do you feel like you are shouting into the abyss of the Internet and hoping your secondary students respond? This session will dive into unique ways educators can connect with virtual middle and high school learners. Tips for providing mental health supports, strategies for team building in live sessions and interventions for poor attendance will be discussed.

Are you a course developer who can't find time to prepare your course so that it's ready to sail smoothly through a Quality Matters course review? Or maybe you're the "captain" of faculty training at your institution, and you want to chart a course that will allow faculty to dedicate time to revisions and review of a course through the lens of the QM Rubric. Join us to learn about barriers course developers may be facing and find out how WKU solved their dilemma with a low-stress and interactive workshop series.

Hey, we want to put a course online…next term…the instructor has never taught online before…okay bye! Sound familiar? We are a small school at a large university and are creating a policy for online course development, so we meet QM standards, and increase quality assurance and faculty success.

Do you have faculty going in a multitude of directions with their online courses? Learn about our initial attempt to guide instructors with a nine-week online faculty development program to help them to transform their face-to-face courses into an online format that follows selected QM Standards. Review literature about evaluating the effectiveness of faculty development programs. Join in a discussion about introducing QM through faculty development and about methods to measure initial program impact.

Do you have faculty going in a multitude of directions with their online courses? Learn about our initial attempt to guide instructors with a nine-week online faculty development program to help them to transform their face-to-face courses into an online format that follows selected QM Standards. Review literature about evaluating the effectiveness of faculty development programs. Join in a discussion about introducing QM through faculty development and about methods to measure initial program impact.

Drowning in faculty support requests? In the wake of a pandemic, many industries including education have been forced to rethink operational models. Much like a hybrid course model, instructional support services CAN be effectively delivered through a thoughtful blend of in-person & online elements.

Is the development of in-house QM training worth the trouble?  Learn how California Baptist University Online evaluated the effectiveness of its in-house QM training program. Participants will leave with a framework for creating and evaluating an in-house QM training program.