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.
Presence is a well-established construct individual instructors use to engage online students, but how do faculty and designers create a culture of presence across an entire program? This poster shares practical strategies to build and maintain an engaged, cohesive student experience from a program's start to finish.
We all know the importance of collecting data on our individual and institutional efforts and projects. But what happens when the data doesn't show what you expected? How do you move forward? This presentation will focus on a case example of creating collaborative online working groups, the efficacy data collected, and what happened when the results did not pan out as expected.
Join us for an interactive and hands-on workshop where participants learn how to collaboratively communicate in a fun and comical way that can be immediately be implemented at institutions post QM Connect.
As the population of online and hybrid learners steadily increases among higher education institutions, so does the need for student-centered services that promote learner success. Heeding this call and continuing its legacy of educational access for all, a mid-size, southern HBCU recognized the need to develop academic and student support networks reliable enough to serve as a standard for quality support yet flexible enough for personalized learner success.
While continuing its legacy of providing educational access for all, North Carolina Central University recognized the need to develop academic and student support networks reliable enough to serve as a standard for quality support yet flexible enough for personalized learner success. Join us during this highly engaging session as we investigate NCCU's research-based efforts to meet General Standard 7 and contribute to online learner support with the whole student in mind.
How does one lead a collaborative team? The practice of yoga provides a compelling image through which to explore the presence and work of those who lead design teams in a collaborative process of building quality online courses. This talk is not really about yoga, but you may learn some!
How does one lead a team in a collaborative process of building quality online courses? The practice of yoga provides a compelling image through which to explore the presence and work of those who lead design teams. Toward that end, the metaphor can help faculty and instructional designers begin work with a design team, assume their professional persona, work the creative process, deal with competing forces to create something new, lead difficult team members, endure complications with patience, and learn from their work. This workshop is not really about yoga, but you may learn some!
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