One of the great debates that Professors/Instructors have is whether or not to incorporate a group assessment. Many concerns exist related to collaborative activities, but there is research to suggest that student to student interaction is beneficial to student learning outcomes. In fact, alongside the QM Rubric which has a category of learning interaction/engagement, our presentation will also include up to date research revolving around Social Learning theory.
One of the great debates that Professors/Instructors have is whether or not to incorporate a group assessment. Many concerns exist related to collaborative activities, but there is research to suggest that student to student interaction is beneficial to student learning outcomes. In fact, alongside the QM Rubric which has a category of learning interaction/engagement, our presentation will also include up to date research revolving around Social Learning theory.
Interested in "new" ways to boost learner engagement and success in your course? Have you heard about Open Educational Resources but wish to know more? Then this session is for you! Come explore the what, the why, and the how of OER. You will leave the session with a plan and a list of OER resources.
The Teaching & Learning unit at a research university developed a sustainable QA program for online courses based on (1) identification and application of various elements of QA at respective points in course development and (2) augmentation of the QA process with context-sensitive dynamics.
Every institution is unique, but all institutions want to improve the quality of the participant's online courses and programs. Learn about the steps in QM implementation and the actions that will move the participant's institution up to the level where it wants to be!
What is regular and substantive interaction, anyhow? The Department of Education doesn’t provide a clear answer, but it is an important compliance question. Specific Review Standard 5.2 discusses *opportunities* for learner-instructor interaction, but Indiana University wanted more. Recognizing that compliance is part of quality assurance, our academic leadership asked us to create a QM-style “interaction standard.”
How do you ensure consistent quality in formative, internal reviews? A full QM review is a significant investment of time and funds -- How can you be confident that a course and a faculty member are “ready” before they go up for a full review? This situation is faced by many QM institutions. In this moderated panel, QM Coordinators from three universities (New Mexico State, Texas A&M International, and Indiana) will compare and contrast how they have approached this challenge.
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.
Even experienced online instructors find it overwhelming after the first QM training (e.g., APPQMR). This study explores the challenges and best practices of scaffolding novice QM instructors as they design their courses. It provides valuable insights on what training and support work and why.
Listen to how two business professors have merged tools supplied by their Learning Management System (LMS) together with publisher teaching assets to achieve QM Standard 4.5 - “A variety of instructional materials is used in the course.” This Standard requires us to sort through instructional technology tools to use in our courses. In this poster session, we will explain Course Learning Objectives (CLOs) in introductory Economics and Marketing classes, and link them to QM Standard 6.1.
