California State University, East Bay started a Quality Assurance (QA) Initiative in Spring 2015. Since it's inception, we have certified over 200 courses through Quality Matters. We've had 21 faculty cohorts participate in a grant to receive QM training facilitated by California State University, East Bay eLearning Specialists. These accomplishments have raised an important research question: how do we demonstrate that QA initiative has contributed to student success on our campus?
In this session, we explore how artificial intelligence (AI) and prompt engineering can transform instructional design. Participants will learn the foundational principles of prompt writing, including the CLEAR framework and practical techniques for optimizing AI outputs. The session emphasizes the importance of ethical considerations in AI, focusing on design justice and strategies for incorporating holistic, learner-centered principles into technology-enhanced learning.
Do learners agree with the items included in the QM Rubric? Do they rate QM Standards as being of the same level of importance? A research team is conducting a national study of learners' perspectives of quality using the QM Higher Education Rubric, Seventh Edition. Join this session to discuss preliminary findings and learn how you can participate.
This presentation will share results from a survey-based study to examine 103 instructional designer perceptions on assessment types, assessment strategies, feedback, and the role of AI in online assessments. Instructional designers at several universities were invited to participate in the study. The findings have implications for designers, instructors, administrators and students.
This session presents the results of a needs assessment summarizing the mentoring needs of instructional design (ID) professionals in higher education. Survey data from 65 IDs yielded 27 discrete mentoring needs that varied by high, medium, and low priorities. Years of career experience, team format, and team size were factors that impacted the mentoring needs of IDs. A statistical analysis revealed communication skills as the highest mentoring need, with scholarly research and publication as the lowest.
This research study represents a multiyear investigation into the development and evolution of Walsh University's first forensic science course, Introduction to Forensic Science (NS 114). From the initial planning and first offering to its current form, the course has undergone significant transformations to enhance student engagement, critical thinking, and application of forensic science concepts to real-world situations.
While online degree programs have surged in popularity, what truly defines their quality? This presentation delves into the dimensions that shape student perceptions of excellence in online education. From instructional design and faculty engagement to technology and support services, we unwrap the critical elements that distinguish high-quality programs. By analyzing emerging trends, challenges, and evidence-based practices, this research highlights actionable strategies for educators and institutions to elevate the online learning experience.
In this session, we will discuss the outcome of a critical review of the literature on the effects of synchronous instructor presence on student learning, in the post-secondary online learning environment. Specifically, we were interested in empirical studies on courses with activities that included a structured instructional presence as an integral part of the course design, published from 2010 to 2022. Findings from this critical review highlight the current state of the existing literature, especially a lack of a clear description of the research methods and data analyses.
This session will focus on what students find important in the QM rubric to keep them engaged in their learning. Given that instructors cannot make their courses QM certified immediately, this session will provide course designers and faculty with insights and practices that they can apply to their online courses for improvements based on the QM rubric and identify the portions of the QM rubric students value to increase their engagement and perceived learning.
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
