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.
Here a MOOC, there a MOOC. This session features a showcase of MOOCs described by their varying approaches – mini-MOOCs, SPOCs, remedial MOOCs, gateway MOOCs, and hybrid MOOCs. The panelists will introduce their own unique MOOCs and discuss their purpose and use, target audience, course information and delivery platform, design highlights, development models, results, challenges, and next steps.
This session provides ideas for online program leaders to leverage Quality Matters to drive continuous improvements to course design throughout the lifetime of online programs. Learning Outcomes: Identify sources of variability in course design and delivery within online programs. Review a quality assurance framework for online programs. Discuss success and lessons learned from the implementation of QM.
What can you do with an initiative that had an exciting beginning but has sadly stalled since then? That was the question that Yavapai College needed to answer- and quickly!
Once you hear the challenges faced, it will be your turn to imagine how to apply what we learned to your own program!
Learning Objectives
What can you do with an initiative that had an exciting beginning but has sadly stalled since then? That was the question that Yavapai College needed to answer- and quickly!
Once you hear the challenges faced, it will be your turn to imagine how to apply what we learned to your own program!
Learning Objectives
At our university we continue to move toward improving the quality of online courses, using Quality Matters as our quality metric. In order to measure the impact of our efforts to introduce Quality Matters to the institution, we have been formulating new ideas and new way to measure that impact. In the Spring, we adopted the Noel Levitz PSOL survey sponsored by Quality Matters to learn more about our students perceptions about online courses.
Simulation, common in face-to-face environments, is a means to reproduce clinical situations to facilitate critical thinking. This learning strategy in the form of e-simulations, staged video-simulation, and simulation via robotic telepresence can create an equal learning opportunity for distance nursing students. An established departmental (nursing) online course template, aligned with the QM Rubric for higher education, set the standard for the adoption of various simulation entities.
Historically offering face-to-face programs, our School will experience a transition as we launch our first online Master's degree program in 2020. Our School is re-imagining services and resources to accommodate the needs of online students, including: academic and career services, peer and alumni relations, financial aid and admissions, student health and wellness, and student life. In this session, we will describe the challenges we face, strategies for success, and plans for future growth.
The online students are here! This session will be focused on how to provide high quality student services. Historically offering mainly face-to-face programs, our school has been ramping up our online student services in anticipation of a big transition as we launch our first online Masters degree in fall 2020. The rapid shift to remote education due to COVID-19 forced us to launch these efforts in the spring of 2020.
What does it take to plan and implement a Quality Matters' internal review process? This session will look at the process that the Office of Distance Education at
Cincinnati State employed to put into place a process that is beneficial to faculty and students.
Research shows that creating institutional LMS templates embedded with quality standards are a direct aid to advancing QA implementation, and can improve consistency, clarity, ease of use, and even course completions. However, creating such a template can be time-consuming, especially if you're starting from scratch or unsure where to start. Additionally, faculty might erroneously feel that a template meant to support their design work impinges on academic freedom if campus messaging is not accurate, as well as being inclusive of faculty and student needs and concerns.
Three instructional designers from three institutions will be discussing the importance and profession of instructional design. We will focus on how great courses come together when faculty are supported and encouraged to achieve their highest potential in an online offering.
This panel will discuss faculty members’ experiences in working towards completing the QM program certification process. Learn how they went from never having heard of QM to completing all of the steps necessary for QM program certification.
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